초록
영어
The present study explores the effects of reading-based output instruction on productive vocabulary recall and recognition, as well as vocabulary learning strategies, focusing on Korean college students. This study adopted a within-subjects design. Eighty-four learners were assigned to either a summarizing, questioning/answering, predicting, or control group. A background questionnaire, a Vocabulary Size Test, pre- and post-Vocabulary Learning Strategy questionnaires, and pre- and post-vocabulary tests were used in the study. The findings indicate that the questioning/answering and predicting tasks had a significant influence on recall word knowledge gains, whereas all the experimental tasks were effective in yielding higher word recognition. Furthermore, word-focused output tasks done while reading saw learners improve memory and cognitive skills related to vocabulary learning strategies. Based on the results, pedagogical implications are suggested for L2 vocabulary instruction.
목차
I. Introduction
II. Literature Review
2.1 Word-focused output tasks through reading input
2.2 Vocabulary learning strategies in L2 acquisition
III. Methods
3.1 Participants
3.2 Instruments
3.3 Procedure
3.4 Data analysis
IV. Results and discussion
4.1 The effects of reading-based output tasks on vocabulary acquisition
4.2 The effects of reading-based tasks on vocabulary learning strategies
V. Conclusions
Works Cited