The present study investigated a washback effect regarding vocabulary test format and students' learning outcomes. Ninety-three Korean university students in English reading courses were given a vocabulary pre-test and pre-treatment survey. Then they were divided into three groups. A control group was taught how to write a summary in English and a receptive vocabulary knowledge group was taught how to study vocabulary, then both of these groups were instructed that they would have a receptive vocabulary knowledge test. A productive vocabulary knowledge group was taught how to study vocabulary and told that they would have a productive vocabulary knowledge test. After 15 weeks, they all were given a post-vocabulary test consisting of both receptive and productive vocabulary knowledge items, and post-treatment survey. Results indicated that the productive vocabulary knowledge group showed the best outcomes overall. Its students earned significantly higher scores on the productive vocabulary knowledge post-test than the other groups. Regarding the receptive vocabulary knowledge post-test, it featured scores similar to the receptive vocabulary knowledge group, which had the highest scores. Moreover, the productive vocabulary knowledge group's pre- and post-treatment survey data revealed that its students had improved their ability to use the vocabulary learning strategies that were taught.

 I. 서론  II. 이론적 배경 및 선행연구   1. 효과적인 어휘 시험 유형 모색의 필요성   2. 세환효과(Washback Effect)  III. 연구 방법   1. 참가자   2. 연구도구   3. 자료 수집 절차   4. 분석 방법  IV. 결과 및 논의  V. 결론  참고문헌

• 고명희(순천향대학교) | Ko, Myong Hee