Earticle

초록

영어

The present study compared the effects of isolated and integrated form-focused instruction (FFI) on the learning of vocabulary in reading passages. Their effects were also compared to those of incidental exposure on vocabulary learning. It further investigated whether such effects would differ depending on the types of vocabulary assessments. To this end, 80 college students in reading-oriented classes received either isolated or integrated FFI treatments over four 50-minute sessions. They also took the pretest and posttest designed to measure their vocabulary learning. The vocabulary tests consisted of two assessment types: one without contexts and the other provided with contexts. The results showed that the learners remembered the words instructed through isolated or integrated FFI better than those through incidental exposure while reading. However, no significant differences were observed between the two different types of FFI in learning target vocabulary. Some advantages were found for isolated FFI on the vocabulary test provided without contexts and for integrated FFI on the vocabulary test provided with context. Directions for further studies and pedagogical implications will be discussed.

키워드

저자

• 조윤경 [ Cho, Yunkyoung | 부경대학교 ]

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