한국 학생들의 영어 어휘 사용 능력 향상을 위한 어휘 지도 방안과 학습 책략

This study aims to investigate the effects of two different methods of collocation-based vocabulary teaching on students’ vocabulary acquisition: a definition-based approach and a task-based approach. Fifty-seven middle school students participated in the study. One group of students was taught with a definition-based approach, while the other group was taught with a productivetask based approach. English vocabulary tests were designed to measure the difference in the students’ vocabulary acquisition before and after the intervention. Questionnaires were also administered to the participants to examine their perceptions of vocabulary teaching and their vocabulary learning strategy use. The results indicated that the experimental group with the productive-task based approach showed a higher level of vocabulary knowledge than the control group who experienced the definition-based approach. Notable is that while both groups considered metacognitive strategies beneficial for their communicative use, it was found that the students used cognitive strategies in actual practice. This gap between the strategies they thought to be useful and the strategies they in fact used deserves close examination. Pedagogical implications are discussed.