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논문 기본 정보

자료유형
학술저널
저자정보
Chaehee Park (Sun Moon University)
저널정보
한국중원언어학회 언어학 연구 언어학연구 제56호
발행연도
2020.7
수록면
217 - 237 (21page)
DOI
10.17002/sil..56.202007.217

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초록· 키워드

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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)

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