어휘의 노출빈도와 과제 관여도 수준이 한국인 영어학습자의 어휘 발달에 미치는 영향

The interaction effects of exposure frequency and task-induced involvement on English learners’ vocabulary development

The present study investigated the interaction effects of exposure frequency and task-induced involvement on vocabulary development. Ninety female Korean students participated in the study. They were all in their second year of high school and possessed approximately intermediate level of English vocabulary knowledge. The participants were divided into three groups and each was assigned one of the following three post-reading tasks: (a) high exposure frequency × low involvement, (b) moderate exposure frequency × moderate involvement, and (c) low exposure frequency × high involvement. The study results indicated that the [low exposure frequency × high involvement] group outperformed the other two groups in terms of their productive vocabulary knowledge. However, no significant differences among the three groups were found in their receptive vocabulary knowledge. A delayed test, on the other hand, showed no significant group differences in both productive and receptive knowledge. Overall, the study results suggest that the high-level of task-induced involvement has no less positive effect on receptive vocabulary knowledge development and more positive effect on productive knowledge development than the high exposure frequency. Further pedagogical implications and discussion are provided as well.