초록 열기/닫기 버튼
The present study investigated the effect of different types of collocation test items on students’ collocation knowledge. To this end, 70 sixth-grade Korean elementary school students took two different collocation tests—form recognition and meaning recognition—with a one-week interval between them. On each test paper, 40 collocations extracted from the first 2,000 collocations of the COCA_MWU20 were tested for 40 minutes. In addition, the effect of students’ vocabulary learning strategies on the size of their collocation knowledge, as collected from the two tests, was analyzed. The results are as follows: 1) the size of collocation knowledge on completing a collocation was 609 (estimated minimum size), and the meaning recognition knowledge was 1,493, which shows the two types of collocation knowledge are significantly different among learners; 2) the survey results showed that Korean learners’ vocabulary learning is highly dependent on private education and that they do not receive systematic education about collocations; 3) the method of learning single words by associating them with their collocations had a more positive effect on the results of the form recognition collocation test. Further, learners who tended to concentrate on every collocational expression during listening achieved relatively high scores in the form recognition test as well. Finally, some pedagogical implications and follow-up studies are suggested.
키워드열기/닫기 버튼
collocation test/form recognition/meaning recognition/COCA_MWU20
