Earticle

초록

영어

This study investigates the effects of working memory capacity (WMC) and the types of vocabulary learning, i.e., explicit vs. implicit, on the acquisition of English multi-word verbs. For this purpose, a total of 60 middle school students, divided into two groups (control and experimental), participated in the study. The participants in the control group were taught multi-word verbs in a traditional and explicit manner, whereas the participants in the experimental group were exposed to multi-word verbs with short passages. The results manifested that both of the instructional styles had positive effects on the learners’ acquisition of multi-word verbs in the short-term. Although there was not a significant interaction between WMC and the overall scores on the immediate post-test, according to the scores on the gap-fill tasks which tested learners’ productive knowledge, there were significant differences between the low-WMC and high-WMC groups. High-WMC students learned more target multi-word verbs than low-WMC students on average. The results also showed that WMC and the two different learning types did not affect the students’ acquisition of multi-word verbs in the long-term. Further, the interaction effect between WMC and learning type in the long-term was not significant.

목차

I. 서론
 II. 선행연구
  1. 작업기억과 제2언어 어휘 습득에 관한 연구
  2. 작업기억과 명시적 · 암시적 학습에 관한 연구
  3. 영어 다어동사 학습에 관한 연구
 III. 연구 방법
  1. 연구 대상
  2. 연구 도구
  3. 실험 절차
 IV. 결과 및 논의
  1. 작업기억 용량과 학습 유형이 다어동사 학습에 단기적으로 미친 영향
  2. 작업기억용량과 학습유형이 다어동사학습에 장기적으로 미친 영향
 V. 결론
 참고문헌
 부록 1
 부록 2

키워드

저자

• 정현정 [ Jung Hyun-jung | 이화여자대학교 ] 제1 저자
• 이은주 [ Lee Eun-Joo | 이화여자대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405