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The Effects of Corpus-based Learning on Elementary School Students' English Vocabulary Learning and Attitude
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코퍼스 활용 어휘 학습이 초등 영어 학습자의 어휘 학습 및 태도에 미치는 영향

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Type
Academic journal
Author
Shin, Se Jeong (이화여자대학교) Lee, Eun-Joo (이화여자대학교)
Journal
The Korean Association for the Study of English Language and Linguistics Korea Journal of English Language and Linguistics Vol.16 No.4 KCI Excellent Accredited Journal
Published
2016.12
Pages
671 - 694 (24page)

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The Effects of Corpus-based Learning on Elementary School Students' English Vocabulary Learning and Attitude
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Research history (2)

2016

The Effects of Corpus-based Learning on Elementary School Students’ English Vocabulary Learning and Attitude
Shin ,  Se Jeong ,  Lee Korea Journal of English Language and Linguistics 2016.12 Academic journal

2015

The Effects of Corpus-based Vocabulary Learning on Elementary School Students’ English Vocabulary Learning and Attitude
신세정 영어교육 2015.01 Thesis
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Abstract· Keywords

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This study investigates the effects of corpus-based vocabulary learning on the beginning-level learners’ acquisition and attitude toward English vocabulary. For this purpose, a total of 81 elementary school students were divided into three groups: a control group and two experimental groups. The students took a pre-vocabulary test and were assigned to high and low level proficiency groups. One experimental group was instructed by the teacher-centered and corpus-based vocabulary learning method and the other experimental group was instructed by learner-centered corpus-based vocabulary learning method. The control group was taught using the traditional method, i.e., definition-based vocabulary learning. The results of the study manifested that the corpus-based vocabulary learning method did not show greater effects on the acquisition of both receptive and productive knowledge of vocabulary than the traditional method. For both high- and low-level students, there was no significant difference in the effects of vocabulary learning between the corpus-based groups and the traditional instruction group. Further, corpus-based vocabulary learning did not have greater effects on the retention of both receptive and productive vocabulary knowledge than traditional instruction. These results may support the claims (e.g. , Benet t , 2010; Flowerdew, 2012) that the corpus-based tasks which have an intrinsically high cognitive load may be too difficult to beginning level learners. The results of the questionnaire survey showed that the students mostly had positive attitudes towards the corpus-based vocabulary learning methods. It is to be hoped that future corpus-based studies will include a careful consideration of the issue of cognitive loads when designing different types of corpus-based pedagogical tasks.
#corpus-based learning #vocabulary learning #attitude

Contents

1. 서론
2. 선행 연구
3. 연구 방법 및 절차
4. 연구 결과 및 논의
5. 결론
참고문헌

References (34)

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[학술지(정기간행물)] - 김남순 / 2006 / 초등학교 6학년 학생들의 어휘의미 추론전략 / 초등영어교육 12 (1) : 227 ~ 253 google schola [학술지(정기간행물)] - 박소연 / 2009 / 코퍼스를 활용한 영어 어휘 학습의 효과 연구 / 영어영문학연구 51 (3) : 145 ~ 165 dbpia [학술지(정기간행물)] - 이현진 / 2010 / 코퍼스를 기반으로 한 어휘 과제가 고등학생의 영어 어휘 학습과 태도에 미치는 영향 / 영어어문교육 16 (4) : 239 ~ 265 dbpia [학술지(정기간행물)] - 홍선이 / 2008 / 한국 고등학생들을 대상으로 한 코퍼스 기반 어휘 및 문법 학습의 효과 / 영어교육연구 20 (1) : 261 ~ 283 dbpia [학술지(정기간행물)] - 홍지윤 / 2013 / 코퍼스 활용 어휘 피드백에 따른 고등학교 학습자의 수준별 연어 지식 및 오류 교정 과정에 대한 분석 / 영어영문학연구 55 (1) : 449 ~ 474 dbpia

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