This study targeted students enrolled in practical English composition courses at Korean universities, presenting Coxhead’s (2000) Academic Word List (AWL) comprising 570 words. It aimed to identify the scope of academic vocabulary that learners self-assessed as known and to analyze the correlation between this receptive knowledge level and their practical English writing performance. Specifically, students’ AWL recognition ratio (number of recognized words/570) was calculated and correlated with practical composition grades (midterm/final exams or portfolio-based total scores) to explore the extent to which academic vocabulary awareness contributes to writing achievement (Alhojailan, 2019). Accordingly, the research sought to provide a more concrete profile of Korean university students’ academic vocabulary recognition, empirically discuss the role and necessity of AWL instruction in practical writing courses, and derive implications for developing writing curricula, teaching methods, and learning strategies centered on academic vocabulary.
목차
Ⅰ. 서론 Ⅱ. 이론적 근거 A. Academic Word List(AWL)의 개념과 특징 B. 어휘 지식과 영어 쓰기 능력의 관계 C. AWL에 관한 문헌 고찰 Ⅲ. 연구 방법 A. 연구 참여자 B. 연구 도구 및 자료 수집과 분석 방법 C. 쓰기 과제 Ⅳ. 연구 결과 A. AWL에 대한 인지 수준 B. AWL에 대한 인지 수준과 성취도의 상관관계 Ⅴ. 논의 및 결론 참고문헌 Abstract
키워드
academic word listpractical English writingcorrelationreceptive vocabulary knowledgevocabulary learning