EFL 학습자들의 어휘 습득을 위한 동시적 CMC 과제의 설계와 그 효과

Designing an effective CMC task to promote vocabulary acquisition for EFL learners

  The purpose of this study was to investigate the type of tasks to facilitate EFL learners’ vocabulary acquisition in synchronous computermediated communication (CMC). According to Interaction Hypothesis, comprehensible input and output that arise in discourse exchange assist second language acquisition. However, previous research has found that discussion among nonnative speakers or among speakers with low proficiency does not take full advantage of interaction opportunities. The learners often use avoidance strategies, instead of expected interaction, during the course of task completion. Thus, based on Swain’s Output Hypothesis and Laufer and Hulstijn’s Involvement Load Hypothesis, this study proposes a lexically focused task can improve the EFL learners’ vocabulary. In this study two classes of University level Korean EFL students (N=71) participated in small group discussion via synchronous CMC. One class used a lexically focused task and the other class used a non-lexically focused task in synchronous CMC. The result shows that students who have used a lexically focused task outperformed the students who have used a non-lexically focused task in terms of overall vocabulary score in the post test and in the delayed post test. This study concluded that a lexically focused task is an effective and viable tool for promoting vocabulary ability in EFL situation.