Earticle

초록

영어

This study examined whether dictation or dictogloss is more efficient on improving Korean high school students’ English collocation knowledge. The 60 Korean high school students participated in the study and they were assigned to either the dictation or dictogloss group. The participants’ English collocation knowledge was measured through pre-, immediate post-, and delayed post-tests over the experimental period. The results showed that the students in the dictogloss group displayed better immediate learning outcomes than those in the dictation group, implying the immediate help from the use of dictogloss tasks in acquiring collocations. However, as to the retention of collocations, both of the dictation and dictogloss tasks were effective, showing no sustained initial advantage of dictogloss. Based on the findings of this study, implications and suggestions on how to teach L2 collocation more effectively in instructional settings were made.

목차

I. Introduction
 II. Literature Review
  2.1 Studies on Dictation
  2.2 Studies on Dictogloss
 III. Methods
  3.1 Participants
  3.2 Instruments
  3.3 Procedures
  3.4 Data Analysis
 IV. Results and Discussion
  4.1 Immediate and Delayed Effects of Dictation and Dictogloss on Collocation Learning
  4.2 Effects of Dictation and Dictogloss on the Improvement of Collocation Knowledge
  4.3 Effects of Dictation and Dictogloss on Listening Ability
 V. Conclusion
 References
 Appendix
 Abstract

키워드

저자

• Sujin Kim [ Chonnam National University ] First author
• Jee Hyun Ma [ Chonnam National University ] Corresponding author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820