영어 숙달도와 어휘 학습전략 사용과의 관계

Abstract

ABSTRACT

The Relationship between English Proficiency and the Use of Vocabulary Learning Strategies

In foreign language acquisition, vocabulary takes an essential and central role. There is a lot of vocabulary to learn so it is important that students use effective and systematic vocabulary learning strategies. The purpose of this study is to find out the relationship between English proficiency and the use of vocabulary learning strategies. To achieve the goal of this study the following three questions are raised: First, what vocabulary learning strategies do Korean middle school English learners use? Second, are there any differences between sex and the use of vocabulary learning strategies? Third, are there any differences between English proficiency and vocabulary learning strategies? To examine these research questions, data was collected from a total of 123 Korean middle school students in the third grade: 65 male students and 58 female students. A survey questionnaire which contained 40 items was administered to the students to find out what kinds of English vocabulary learning strategies they were actually using. Furthermore, the students' standardized English test scores from last year were used to measure the students' English proficiency. The results were analyzed by means of descriptive statistics, t-test and One way ANOVA. The results of this study are summarized as follows: First, frequently-used vocabulary learning strategies were ' Determination strategies', 'Cognitive strategies' and 'Memorial strategies'. 'Social strategies for consolidation' was the least-used vocabulary strategy. Second, it turned out that the male students used 'Memory strategies' the most frequently whereas the female students used 'Determination strategies' most frequently. 'Social strategies for consolidation were used the least by both male and female students. Based on the results of the t-test, there were some meaningful differences in 'Metacoginitive strategies', 'Cognitive strategies' and 'Determination strategies' between the male and female groups. Finally, the higher proficient learners used more vocabulary strategies than the lower proficient learners. All learners in different proficiency groups favored memory strategies. The more proficient learners preferred metacognitive strategies which control and evaluate their learning. On the other hand, the lower proficient learners used those the least. From the results of this study, it is suggested that English teachers need to be more aware of their students' preferences and tendencies when using English vocabulary learning strategies. Depending on gender and proficiency the students' applicability of vocabulary learning strategies were various so the teachers should understand the learner's preferred strategies and provide adequate strategy instructions to students.