This study investigates the effects of collocation task types on Korean high school students' collocation learning and learning attitudes. A total of 118 Korean high school students participated in the experiment, and they were divided into four groups: control group, receptive treatment group, productive treatment group and combination treatment group. In order to investigate the effects of collocation task types on students' English proficiency, each group of students was classified into a high proficiency group and a low proficiency group. The students took a pre-test before the experiment and a post-test after the experiment. After the post-test, the post-questionnaire survey was conducted to examine the students' learning attitudes. The results of the study were as follows: (1) The three types of collocation tasks were effective in learning receptive and productive collocations; (2) in the delayed retention test, it was revealed that the effect of the three types of collocation tasks on both receptive and productive collocation learning lasted; and (3) the result of post-questionnaire survey showed that learning collocation through collocation tasks had positive influence on most students in terms of raising their interest and increasing their self-confidence.

I. 서론
 II. 선행연구
  1. 어휘 학습과 어휘 과제에 관한 연구
  2. 연어 학습과 연어 과제에 관한 연구
 III. 연구 방법
  1. 연구 대상
  2. 연구 자료
  3. 실험 절차
 IV. 결과 및 논의
  1. 연어 과제 유형과 학습자의 영어 능숙도가 연어 학습에 미치는 영향
  2. 연어 과제 유형과 학습자의 영어 능숙도가 연어 학습의 지연 효과에 미치는 영향
  3. 연어 과제를 통한 연어 학습이 고등학교 영어 학습자들의 태도에 미치는 영향
 V. 결론
 참고문헌

• 박나현(이화여자대학교) | Park Na-Hyun 제1 저자
• 이은주(이화여자대학교) | Lee Eun-Joo 교신 저자