한국 대학생들의 학습스타일이 영어 구동사 습득에 미치는 영향

Effects of Korean college students' learning styles on English phrasal verbs

This paper examined Korean college students' learning styles and their effects as a predictor of achievement in English phrasal verbs. The subjects were 84 university students with various majors. The Korean version of Cohen, Oxford and Chi's (2001) Learning Style Survey (LSS) which consists of 11 dimensions, 23 subscales and 110 items was adopted and the achievement tests developed by the researchers were used. The findings revealed that first, learning style preferences of Korean university students were visual, introverted, closure-oriented, global, synthesizing, leveler, deductive, impulsive, intuitive, field dependent, and metaphoric. Except for intuitive and field dependent styles, the others showed strong correlations with their achievement in English phrasal verbs. Second, the metaphoric learning style was a significant predictor of the achievement in English phrasal verbs, which explained 13.8% of English phrasal verbs. In addition, the results of factor analysis for construct validity of LSS revealed 21 subscales under the 8 dimensional constructs with 26 items. Finally, after the multiple regression analysis for factor 1, 'preference on examples' was shown as a predictor of achievement in English phrasal verbs. Some pedagogical implications of the findings will shed light on how to teach English phrasal verbs more effectively.