논문 상세보기
pp.201-225
This study investigates the effects of working memory capacity (WMC) and the types of vocabulary learning, i.e., explicit vs. implicit, on the acquisition of English multi-word verbs. For this purpose, a total of 60 middle school students, divided into two groups (control and experimental), participated in the study. The participants in the control group were taught multi-word verbs in a traditional and explicit manner, whereas the participants in the experimental group were exposed to multi-word verbs with short passages. The results manifested that both of the instructional styles had positive effects on the learners’ acquisition of multi-word verbs in the short-term. Although there was not a significant interaction between WMC and the overall scores on the immediate post-test, according to the scores on the gap-fill tasks which tested learners’ productive knowledge, there were significant differences between the low-WMC and high-WMC groups. High-WMC students learned more target multi-word verbs than low-WMC students on average. The results also showed that WMC and the two different learning types did not affect the students’ acquisition of multi-word verbs in the long-term. Further, the interaction effect between WMC and learning type in the long-term was not significant.
II. 선행연구
1. 작업기억과 제2언어 어휘 습득에 관한 연구
2. 작업기억과 명시적 · 암시적 학습에 관한 연구
3. 영어 다어동사 학습에 관한 연구
III. 연구 방법
1. 연구 대상
2. 연구 도구
3. 실험 절차
IV. 결과 및 논의
1. 작업기억 용량과 학습 유형이 다어동사 학습에 단기적으로 미친 영향
2. 작업기억용량과 학습유형이 다어동사학습에 장기적으로 미친 영향
V. 결론
참고문헌
부록 1
부록 2
