KOREASCHOLAR

This study aims to investigate the impact of topic familiarity and vocabulary learning tasks on vocabulary acquisition in an ESP (English for Specific Purposes) setting, focusing on 16 adult learners with varying proficiency levels (A1-B1), all training to be cooks. Participants worked with six cooking recipes, three on familiar topics and three on unfamiliar topics, with 30 target words assigned to one of three tasks: word list, flashcards, or fill-in-the-gaps. Immediate and delayed post-tests (three weeks later) were administered using the Vocabulary Knowledge Scale (VKS). Despite the small sample size, significant differences in retention are noted across proficiency levels and task types over time. Results from repeated-measures ANOVAs showed that topic familiarity alone did not significantly impact vocabulary acquisition. However, the interaction between topic familiarity and task type was significant, as were the effects of task types and proficiency levels individually. The interaction between task type and proficiency level also showed a significant effect on vocabulary learning. Participants generally performed better with the fill-in-the-gaps method, but these effects decreased over time. The study highlights the importance of considering both proficiency levels and task types for effective vocabulary instruction.

I. Introduction
II. Theoretical Background
    1. Topic Familiarity and Vocabulary Learning
    2. Different Effects of Vocabulary Learning Tasks
III. Research Method
    1. Study Context and Participants
    2. Materials
    3. Instruments
    4. Data Collection
    5. Data Analysis
IV. Results and Discussion
    1. Effects of Topic Familiarity, Proficiency Levels, and Time
    2. Effects of Task Types, Proficiency Levels, and Time
    3. Interaction Effects of Topic Familiarity, Task Types, and Timeacross Proficiency Levels
V. Conclusion
References
Web Sources
APPENDIX I
APPENDIX II

• Yoonjung Jung(Hankuk University of Foreign Studies)