영어 문법과 어휘가 영어 읽기 및 쓰기에 미치는 상대적인 영향 조사: 중·고등학생 비교

Examining the relative contribution of English grammar and vocabulary to English reading and writing: Comparison between middle and high school students

The current study was guided by two research questions which examined the relative contribution of English grammar and vocabulary knowledge to English reading and writing across two Korean EFL learner groups (high vs. middle school). To this end, the present study recruited a total of 191 middle and 216 high school senior students. Four separate runs of multiple regression analysis were performed in order to provide an empirical answer to the research questions. Results of the study showed the following. For the middle school group, both grammar and vocabulary made a significant and independent effect on English reading and writing. With regards to the relative contribution between grammar and vocabulary to English reading and writing, it was revealed that vocabulary exerted significantly more powerful impact not only on reading but also on writing than grammar did. For high school group, both grammar and vocabulary significantly accounted for the variances in English reading and writing, thus consistent to the results of the middle school group. It was further shown that grammar made significantly stronger influence on English reading than vocabulary did, whereas vocabulary made a significantly stronger contribution to English writing than grammar did. Pedagogical implications are provided.