영화를 활용한 명시적･암시적 어휘학습이 학습자의 어휘지식에 미치는 영향

The purpose of this study is to investigate the effects of explicit and implicit vocabulary learning through movies on learners vocabulary knowledge. One hundred seventeen university students participated in this study from different departments and years. They were divided into three groups: explicit and implicit vocabulary learning groups and one control group. They watched the movie 500 Days of Summer for 5 weeks with different vocabulary approaches and the subtitle was introduced in English for all groups. Two tests were used for evaluating learners vocabulary competence; the meaning translation test for receptive vocabulary knowledge, and the sentence construction test for productive vocabulary knowledge. The main findings of the study were as follows: First, for the receptive vocabulary knowledge, the explicit and implicit groups both brought more gains in the post-test, but when the two groups were compared, the implicit group outperformed the explicit group. Second, for the productive vocabulary knowledge, the explicit group showed meaningful statistical results. Lastly, when the delayed post-test after 8 weeks from post-test with 2 types was analyzed to see the long-term memory effect, the explicit group for receptive vocabulary knowledge, the implicit group for productive vocabulary knowledge found to be effective respectively. Based on the results, some pedagogical implications were discussed.