Earticle

초록

영어

The purpose of this study was to investigate the effects of collocation- based English vocabulary instruction on learners’ receptive and productive collocation knowledge acquisition and their attitudes toward collocation- based learning. Thirty 3rd year middle school students participated in the study. They were divided into two groups: the explicit group received direct instruction on target collocations, while the implicit group learned the target collocations indirectly by doing activities such as guessing meaning in context. Data sources consisted of pre- and post- test of collocation knowledge, survey, and in-depth interviews. The results of the study revealed that there was a significant improvement in collocation knowledge in both explicit and implicit collocation-based vocabulary instruction. The improvement of receptive collocation knowledge was especially more noticeable than that of productive collocation knowledge. Another major finding was that explicit instruction was more effective than implicit teaching in productive collocation knowledge acquisition, while there was little significant difference in receptive collocation knowledge acquisition between the groups. Additionally, the learners’ perception on collocation-based instruction was generally positive, and they were relatively well aware of the necessity of collocation learning.

목차

I. 연구의 목적 및 필요성
 II. 이론적 배경
  1. 어휘 지도
  2. 연어 지도 관련 선행 연구
 III. 연구 방법
  1. 연구 대상
  2. 연구 자료
  3. 연구 절차
 IV. 연구 결과 및 논의
  1. 명시적 · 암시적 어휘 지도가 학생들의 인지적 측면에 미지는 영향
  2. 명시적 · 암시적 어휘 지도가 학생들의 정의적 측면에 미지는 영향
 V. 결론 및 제언
 Works Cited
 부록
 Abstract

키워드

저자

• 김혜선 [ Kim, Hye-Sun | 한국외국어대학교 ] 제1저자
• 윤현숙 [ Yoon, Hyunsook | 한국외국어대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810