외국어 어휘 학습에 있어서의 컴퓨터를 이용한 맥락적 접근 방법의 효과

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 11권 / 2호
ㆍ저자명 : 강숙희

목차

I. 서론
II. 이론적 배경
III. 선행연구
IV. 연구방법
V. 결과 및 해석
VI. 논의 및 결론
참고문헌

한국어 초록

정의 중심, 번역 중심의 전통적인 외국어 어휘 학습 방법은 실제로 사용가능한 지식을 쌓는데 있어서 많은 문제점이 있는 것으로 지적되어 왔다. 이러한 지식 전이의 문제에 대한 해결책으로 본 연구는 컴퓨터를 이용한 맥락적 접근 방법을 제안하였다. 그 효과 검증을 위해 실험 집단을 전통 수업 집단, 단어 집단, 그림 집단, 맥락 집단의 네 가지로 구분하고 영어를 제2외국어로 배우고 있는, 한 국민 학교의 5학년 103명을 대상으로 실험하였다. 그 결과 컴퓨터를 이용한 맥락적 접근 방법으로 수업을 한 집단이 정의의 기억, 듣고 이해하기, 지식 전이의 검사에서 가장 높은 점수를 받은 것으로 나타났다.

영어 초록

This study examined the effectiveness of a computer - based, context - embedded approach to second- language vocabulary learning in compar ison with conventional instruction strategies. Four experimental treatment s were prepared : Paper and Pencil (P & P), Computer - Based Word- for -Word (CW), Computer - Based Word- for -Word plus Picture (CP), and Computer - Based Context (CC) conditions. The P & P treatment represented a conventional method of vocabulary learning, i.e., paired- a ssociate word learning based on a translation-, definition- oriented approach. The CW treatment incorporated basically the same approach a s the P & P but was implemented on a computer . The CP treatment utilized pictures of word meanings in addition to all the features present in the CW treatment. Finally, the CC treatment embodied acontext - based approach, as distinguished from the isolated definition- based approachcommonly shared by the other three treatments.The exper iment was carried out in an elementary school in Seoul, Korea. The entire experiment consisted of seven sessions. In the first session, each subject was given a computer - at titude questionnaire and computer training. The main experiment consisted of the next five sessions. In each se ssion, subjects went through their given experimental treatment, which was followed by an immediate posttest . A retention test was given three days later. Three major evaluat ion tasks were used for both follow - up and retention tests : definition recall, listening comprehension, and knowledge transfer.Examination of the follow- up tesxt data revealed that the CC group tended to perform rather poorly for the first few sessions, but made a gradual improvement. In the final session, the CC group's performance was superior to the other three groups'. However, this observed experimental difference was not statistically significant. In the retention test, the CC group showed significantly higher performance than any other group on all the major tasks. This strongly suggests that the context - embedded approach to second- language vocabulary learning was most effective in promoting knowledge transfer, listening comprehension, and long- term recall of vocabulary definitions.

참고 자료

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