지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of the present study was to identify the potential components influencing second language (L2) vocabulary acquisition and their structural process to L2 vocabulary knowledge. For the current study, 129 4th–grade students in an EFL context were invited, and they were assessed in productive/receptive vocabulary tasks and responded to questionnaire survey on L2 vocabulary acquisition strategies. The vocabulary test consisted of synonyms, antonyms, and analogies adopted from Woodcock-Johnson Ⅲ Diagnostic Reading Battery (Woodcock, Mather, and Schrank 2004) and the questionnaire was composed of 24 items concerning L2 vocabulary learning strategies. According to factor analysis, four factors of L2 vocabulary acquisition were found: vocabulary learning strategy, extra-curricular activities, parents’ interest on their children’s English learning, and first language (L1) proficiency. Regression analysis unveiled that L2 vocabulary learning strategy and extra-curricular activities were significant indicators of L2 vocabulary knowledge. In addition, based on structural equation modeling (SEM), L2 vocabulary learning strategy made a significant direct effect on L2 vocabulary performance. These findings suggest that L2 vocabulary learning strategy plays a critical role in progressing L2 vocabulary achievement, as proposed in Involvement Load Hypothesis (ILH: Laufer and Hulstijn 2001) as well as extra-curricular activities positively impact on L2 vocabulary improvement. Moreover not only L1 vocabulary knowledge but also parents’ interest in their children’s English learning cannot be excluded for successful L2 vocabulary acquisition.
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참고문헌 (54)
참고문헌 신청
Laufer, B. / 2004 / Testing vocabulary knowledge: Size, strength, and computer adaptiveness / Language Learning 54:399~436
Lee, S. H. / 2006 / From Receptive to Productive: Improving ESL Learners’ Use of Vocabulary in a Postreading Composition Task / TESOL Quarterly 40(2):295~320
Li, T. / 2012 / Longitudinal Predictors of Spelling and Reading Comprehension in Chinese as an L1 and English as an L2 in Hong Kong Chinese Children / Journal of Educational Psychology 104(2):286~301
Mancilla-Martinez, J. / 2010 / Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-Speaking Language Minority Learners / Journal of Educational Psychology 102(3):701~711
Mehrpour, S. / 2010 / The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners / System 38:292~300
Lee, S. H. / 2006 / From Receptive to Productive: Improving ESL Learners’ Use of Vocabulary in a Postreading Composition Task / TESOL Quarterly 40(2):295~320
Li, T. / 2012 / Longitudinal Predictors of Spelling and Reading Comprehension in Chinese as an L1 and English as an L2 in Hong Kong Chinese Children / Journal of Educational Psychology 104(2):286~301
Mancilla-Martinez, J. / 2010 / Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-Speaking Language Minority Learners / Journal of Educational Psychology 102(3):701~711
Mehrpour, S. / 2010 / The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners / System 38:292~300
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