Earticle

초록

영어

The present study explores the effects of reading-based output instruction on productive vocabulary recall and recognition, as well as vocabulary learning strategies, focusing on Korean college students. This study adopted a within-subjects design. Eighty-four learners were assigned to either a summarizing, questioning/answering, predicting, or control group. A background questionnaire, a Vocabulary Size Test, pre- and post-Vocabulary Learning Strategy questionnaires, and pre- and post-vocabulary tests were used in the study. The findings indicate that the questioning/answering and predicting tasks had a significant influence on recall word knowledge gains, whereas all the experimental tasks were effective in yielding higher word recognition. Furthermore, word-focused output tasks done while reading saw learners improve memory and cognitive skills related to vocabulary learning strategies. Based on the results, pedagogical implications are suggested for L2 vocabulary instruction.

목차

Abstract
 I. Introduction
 II. Literature Review
  2.1 Word-focused output tasks through reading input
  2.2 Vocabulary learning strategies in L2 acquisition
 III. Methods
  3.1 Participants
  3.2 Instruments
  3.3 Procedure
  3.4 Data analysis
 IV. Results and discussion
  4.1 The effects of reading-based output tasks on vocabulary acquisition
  4.2 The effects of reading-based tasks on vocabulary learning strategies
 V. Conclusions
 Works Cited

키워드

저자

• Young Ah Cho [ Gwangju University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820