어휘학습전략과 영어 어휘능력의 관계에 관한 연구

Abstract

ABSTRACT

A Study on the Relationship between Vocabulary Learning Strategies and Vocabulary Ability of Korean Middle School Students Learning English

Soon-yee Baek Advisor: Prof. Gyu-eul Yum, Ph.D. Major in English Language Education Graduate School of Education, Chosun University Gwangju, Korea

The purpose of this study was to investigate the relationship between vocabulary learning strategies and vocabulary ability of Korean middle school students who are learning English. To accomplish the purpose of this study, three questions were set out to be answered: First, what is the relationship between vocabulary learning strategies and vocabulary ability? Second, are there any differences between levels of vocabulary ability and vocabulary learning strategies? Third, are there any differences between sex and vocabulary learning strategies? The subjects of this study were 212 Korean middle school students in the third grade: 97 male students and 115 female students. The data for this study was collected from two survey instruments: a vocabulary ability test which contained 50 questions and a questionnaire of vocabulary learning strategies which contained 30 items. This survey was conducted in the second week of July, 2007 after the final exams. The results of this study are summarized as follows: As to the first question, there were meaningful differences between vocabulary learning strategies and vocabulary ability. Depending on sex, there were no meaningful differences with the levels of vocabulary ability, and furthermore, there were no differences between sex and vocabulary learning strategies. As to the second question, depending on the levels of vocabulary ability, there was meaningful relation not only with overall vocabulary learning strategies but also with each part of vocabulary learning strategies(Discovery Strategies, Memory Strategies, and Cognitive Strategies). Lastly, in terms of sex, the study didn't reveal any meaningful differences with vocabulary learning strategies. In conclusion, these results indicate that students with high level of vocabulary proficiency frequently use vocabulary learning strategies. Therefore, this study may be helpful not only to intermediated and low-level students of vocabulary proficiency but also to teachers to educate. To improve vocabulary ability and reach a desired goal, one must be a self-directed learner.