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The purpose of this paper is to make a suggestion about an effective way of helping L2 learners memorize as many multiword units or word combinations as possible at one time. In order to do this, the US TV drama Crossing Lines was divided into scenes which were based on themes or topics. Three graduate students in English participated. This case study investigated if similar themes or topics would include relevant lexical items, if such relevance would help L2 learners memorize lexical items and if such memory activities would result in acquiring a large amount of expressions which include multiword units or word combinations. To show this, three tests were administered. One was an immediate recall post-test and the other two were delayed recall post-tests. Each test was administered at three day intervals. The criteria this study used for measuring the participants’ memory abilities was 1) speed 2) small errors 3) big errors 4) pauses 5) help from a teacher. The results showed that all the participants were successful in memorizing and recalling scenes.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구설계
Ⅳ. 결과 및 분석
Ⅴ. 결론
인용문헌
참고문헌 (40)
참고문헌 신청
Aamodt, M. G. 1999. Applied Industrial/Organizational Psychology (3rd ed.). Pacific Grove, CA: Wadsworth.
Boers, F., J. Eyckmans, J. Kappel, H. Stengers and M. Demecheleer, 2006. Formulaic Sequences and Perceived Oral Proficiency: Putting a Lexical Approach to the Test. Language Teaching Research 10(3), 245-261.
Boers, F. and S. Lindstromberg. 2009. Optimizing a Lexical Approach to Instructed Second Language Acquisition. Hampshire, UK: Palgrave Macmillan.
Butler, C. 2005. Formulaic Language: An Overview with Particular Reference to the Cross-linguistic Perspective. In Butler, C., M. Gómez-González, and S. Doval-Suarez (eds). The Dynamics of Language Use. Amsterdam: John Benjamins. 221-242.
Chapple, L. and A. Curtis. 2000. Content-based Iinstruction in Hong Kong: Student Responses to Film. System 28, 419-433.
Boers, F., J. Eyckmans, J. Kappel, H. Stengers and M. Demecheleer, 2006. Formulaic Sequences and Perceived Oral Proficiency: Putting a Lexical Approach to the Test. Language Teaching Research 10(3), 245-261.
Boers, F. and S. Lindstromberg. 2009. Optimizing a Lexical Approach to Instructed Second Language Acquisition. Hampshire, UK: Palgrave Macmillan.
Butler, C. 2005. Formulaic Language: An Overview with Particular Reference to the Cross-linguistic Perspective. In Butler, C., M. Gómez-González, and S. Doval-Suarez (eds). The Dynamics of Language Use. Amsterdam: John Benjamins. 221-242.
Chapple, L. and A. Curtis. 2000. Content-based Iinstruction in Hong Kong: Student Responses to Film. System 28, 419-433.
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UCI(KEPA) : I410-ECN-0101-2016-840-002498009