earticle

영어

This study considers how a content-centered approach affects learning of word combinations in undergraduate English reading classes. It also deals with the effect on retaining word combinations in long-term memory. Word combinations are so naturally and sequentially connected that they are regarded as one chunk, for example read a book or what's going on. This study suggests a content-centered approach for acquiring word combinations, and examines its effectiveness in retention of long-term memory. To verify this suggestion, the study observes an experimental group focused on content-centered word combinations, and a control group from a common reading class based on student presentations. Assessment is carried out through first and second tests, word combination test of long-term memory. Results show that two groups have positive effects on students' reading comprehension development. Results also show that a content-centered approach is helpful for improving students’ reading comprehension ability, and that student satisfaction with this approach was high.