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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study tests whether or not phonological decoding process contributes to vocabulary learning in the framework of task involvement load, and how learners’ proficiency levels are related to the effectiveness of the task involving phonological decoding process. Three tasks with different amount of load were created and were given to 62 Korean EFL university students (21 for reading comprehension task, 22 for reading comprehension plus phonological decoding process, and 19 for reading comprehension plus gap-filling task). The participants’ performance was tested three times (pre-test, immediate post-test, and delayed post-test). First, it was found that there were significant differences only between the reading group and the fill-in group in the immediate test, but no differences among the three groups in the delayed-test although the phonology group retained initially-learned words best. Second, the results also revealed that there were significant differences between the phonology group and the reading group among the low-level students, indicating that decoding process was conducive to both initial word learning and successful retention of vocabulary knowledge particularly among the low-level learners. It is suggested that phonological decoding process needs to be considered as one of the components of involvement loads for low-level students, and that English instructors create various task materials both entailing students’ phonological process for the low-levels and inducing much amount of involvement load for the high-levels.
목차
ABSTRACT
1. Introduction
2. Previous Studies
3. Research Method
4. Results
5. Discussion
6. Conclusion and limitations
References
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