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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국중원언어학회 언어학 연구 언어학연구 제56호
- 발행연도
- 2020.7
- 수록면
- 217 - 237 (21page)
- DOI
- 10.17002/sil..56.202007.217
이용수
초록· 키워드
오류제보하기
The study examines how the dimensions of task involvement load (cognition vs. motivation) and students’ proficiency levels affect vocabulary learning. Two task materials of the same amount of load, one focused on motivational need, and the other focused on cognitive evaluation were created. Thirty nine Korean EFL university students were divided into two proficiency levels, and were given cognition-focused task and motivation-focused task respectively. The participants’ performance was tested three times (pre-test, immediate post-test, and one-week delayed post-test). The results indicated overall the cognition-focused task was more effective for vocabulary learning than the motivation-focused task, and word gains of low level students of cognition-focused task were similar to those of motivation-focused task of high level students, and the significant differences of word retention were maintained only in the low level group. It is suggested that the task inducing learners’ cognitive evaluation rather than motivational need should be created for better vocabulary learning, even for low level students. Educational implications regarding to task involvement load were discussed.
목차
1. Introduction
2. Literature Review
3. Research Method
4. Results
5. Discussion
6. Conclusion
References
참고문헌 (16)
참고문헌 신청
Gui Bao / 2015 / Task type effects on English as a Foreign Language learners' acquisition of receptive and productive vocabulary knowledge / System 53:84~95
Craik, M. / 1972 / Levels of Processing : A Framework for Memory Research / Journal of Verbal Learning and Verbal Behavior 11:671~684
Rod Ellis / 1999 / THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS / Studies in Second Language Acquisition 21(2):285~301
Megumi Hamada / 2009 / Development of L2 word-meaning inference while reading / System 37(3):447~460
Jan H. Hulstijn / 1996 / Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words / The Modern Language Journal 80(3):327
Craik, M. / 1972 / Levels of Processing : A Framework for Memory Research / Journal of Verbal Learning and Verbal Behavior 11:671~684
Rod Ellis / 1999 / THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS / Studies in Second Language Acquisition 21(2):285~301
Megumi Hamada / 2009 / Development of L2 word-meaning inference while reading / System 37(3):447~460
Jan H. Hulstijn / 1996 / Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words / The Modern Language Journal 80(3):327
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