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.

This study investigates the strategies that teachers employ when presenting the meaning and form of a novel English word to students with autism spectrum disorder (ASD). This case study observed and interviewed three teachers who taught five ASD students with diverse characteristics and varying language proficiency. Thematic analysis was conducted by integrating a top-down approach, based on the vocabulary teaching strategies commonly used with typically developing students, and a bottom-up approach, based on the emerging data. The results indicate that, similar to their typically developing peers, the meaning and form of the new English word were introduced by connecting to the first language, providing first language definitions, relating to real objects and phenomena, encouraging students’ active participation through elicitation, and conducting oral drills and word spelling. However, unlike typically developing students, the teachers presented English vocabulary to ASD students while making an effort to capture their attention and engagement in the learning process. This study offers suggestions for teachers and recommendations for future research.

Despite the widespread recognition of the prominent contribution of key language subskills, such as grammar and vocabulary knowledge, to reading comprehension, a research consensus on their relative significance has not been reached. Moreover, the extent of the contribution vocabulary depth makes to reading comprehension has received little research attention. The present study assessed the relative potential contribution of vocabulary depth and grammar knowledge to advanced Korean EFL college students’ reading comprehension abilities, while controlling for their language proficiency and vocabulary breadth, through hierarchical regression analyses. 56 advanced EFL Korean college students were tested on reading comprehension abilities and a range of reading-related subskills including vocabulary breadth, vocabulary depth, grammar, and listening comprehension in English. The findings revealed the unique contribution of vocabulary depth to reading comprehension abilities beyond the effects of both vocabulary breadth and grammar knowledge when English proficiency was controlled for. The findings further underscore the need for balanced approaches in developing L2 learners’ language skills to enhance their reading comprehension abilities.

To identify effective methods for boosting incidental vocabulary learning, this study examines the impacts of two tools—bimodal presentation (BP) and lexical elaboration (LE)—on vocabulary acquisition through repeated encounters with target words during meaning-focused reading. In a quiet and comfortable place conducive to full concentration on reading comprehension, 80 L2 learners of English were assigned to one of four treatment groups (BP+LE+, BP+LE-, BP-LE+, and BP-LE-) and individually read three reading passages where target words appeared four times. Surprise posttests assessed meaning recognition and meaning recall. The results of this ecologically valid experiment show significant vocabulary learning through reading, with BP notably enhancing meaning recall. Although the main effect of LE was non-significant, LE was also significantly effective for both meaning recognition and meaning recall if it was noticed by participants. These findings suggest that BP and LE can serve as valuable tools for promoting vocabulary acquisition during meaning-centered reading.

When examining the characteristics of ancient local chronicles compilation, it is evident that subsequent chronicles are often compiled on the basis of their predecessors, leading to a phenomenon of imitation. Therefore, a cautious approach should be taken towards the dialectal and colloquial materials recorded within them. Indeed, from the perspective of exploring the evolution of phonetics and vocabulary, the dialectal materials provided by ancient local chronicles do have certain limitations, and researchers need to adopt an attitude of “careful caution, to remove the dross and retain the essence, to verify and correct errors.” However, from the viewpoint of modern Chinese character research, the continuation of later chronicles from earlier ones is not merely simple copying. On the contrary, there are often differences in character usage, and these variant characters actually contain rich linguistic and textual information, which is also valuable for the revision of large-scale linguistic dictionaries. However, there is currently less attention given to the value of variant characters in ancient local chronicles. This paper examines two cases of dialect vocabulary variants in the old chronicles of Zaoyang, Hubei, including the “汆壺廬” from the 1853 edition of the chronicles during the Xianfeng era and the “氼壺盧” from the 1854 edition. Additionally, it discusses the two types of chronicles from the Xianfeng era, “ 黍” and the “萄黍” from the 1923 edition of the chronicles, exploring the reasons for the emergence of these variants and seeking insights from experts in the field.

The present study aimed to validate a 70-item Korean bilingual version of the Vocabulary Size Test (VST) using Rasch modeling. The goal was to assess the applicability of this Korean version of the VST for Korean learners of English in an English as a foreign language (EFL) context by examining validity evidence based on Messick’s framework. Specifically, the study focused on the content, substantive, and external aspects of construct validity. However, the findings provided weak evidence supporting the utility of the VST as a measure of receptive vocabulary for Korean EFL learners. The test was deemed too easy and lacked the ability to effectively differentiate among varying levels of second language proficiency, with many test items exhibiting unexpected behavior. Additionally, the VST showed a weak correlation with another measure of second language proficiency. In light of these findings, the study offers specific recommendations for improving the test's validity and usefulness.

본고는 고대 자전류를 중심으로 두의에 관련된 어휘를 정리하여 고대 중국의 두의 가 어떤 형태였고, 이것이 한국의 고대 두의와 어떤 차이를 가지는지 살펴보고자 하 였다. 복식문화는 그 사회의 문화 지표이자 시대적 역사성과 공동체의 의식을 계승 한 현실과 가장 근접한 문화적 상징이라고 할 수 있다. 문화는 결코 한 방향으로만 흐르지 않는다. 우리나라의 의복이 중국의 영향을 받지 않을 수 없었겠지만, 일방적 인 중국 복식문화의 수입에만 의존하였다고 생각할 수도 없다. 중국의 두의는 冠‧冕 과 巾에서 발전한 幘이 있고, 冠과 幘이 합쳐진 형태의 巾幘이 있다. 고대 유가 의례 에 관한 문헌에 자주 보이는 弁은 자형의 혼용, 弁 형태에 대한 설명의 상충 등 모 순점을 가지고 있다. 본고는 이를 자형과 고문헌 자료의 편찬 시기 등의 자료를 바 탕으로 한국의 고깔형 弁과의 융합 가능성을 제기하고자 한다.

본 논문의 목적은 한국인 대학생을 대상으로 하여, 중국어의 수용적 어휘량과 생 산적 어휘량의 차이, 수용적 어휘와 생산적 어휘의 난이도 차이를 분석하는 데 있다. 분석 결과 생산적 어휘 정답률 27.66%이고 생산적 어휘량은 691.5개로 분석되었다. 수용적 어휘 정답률은 74.57%이고 어휘량은 1864개였다. 수용적 어휘량과 생산적 어 휘량은 거의 세 배 차이가 났다. 같은 어휘여도 생산적 어휘 지식이 더 어렵다는 것 을 알 수 있었다. 다음은 문항반응이론에 입각한 난이도 분석 결과다. 첫째, 수용적 어휘와 생산적 어휘는 HSK 급수가 높아질수록 난이도가 높아졌다. 둘째, 수용적 어휘에 비해 생산적 어휘의 난이도는 상당히 높았다. 셋째, 수용적 어휘와 생산적 어휘 목록이 비대칭을 보였다. 예를 들어 HSK 2급 어휘 ‘雪, 教室, 左边’은 수용적 지식 난이도 목록에서는 ‘매우 쉽다’, ‘쉽다’에 속했지만 생산적 어휘 목록에서는 ‘어렵다’에 속했다.

본 연구는 관광 관련 서비스 분야에 필요한 특수 목적 중국어(CSP) 교육과정 개 발을 위한 첫 단계로 AI 데이터 기반으로 구축된 구어체 병렬 코퍼스에서 CSP 어휘 리스트를 선정하여 용어색인과 어휘다발(n-gram)등을 분석하였다. 어휘리스트 어휘 규모는 토큰 수 총 304, 228개와 타입 수 17, 286개로 나타났으며, 어휘 누적 증가율 을 분석하면 2-Gram과 3-Gram의 어휘다발이 가장 많았고, 실무 현장에서 가장 많 이 활용되고 있음을 알 수 있었다. 본 연구에서 구축된 특수 목적 관광 중국어 어휘 리스트는 실제 교육 자료로 제공하여 관광 중국어 학습자와 교수자에게 실용적으로 사용될 수 있을 것이라 기대한다.

This study aims to explored changes in vocabulary use in Jeongamchon, which was founded by immigrants from Chungcheongbuk-do, Korea, in China. The data were collected from the first generation of Chungcheongbuk-do and Jeongamchon immigrants as well as the second generation of Jeongamchon immigrants. The data were divided into eight categories. The Jeongamchon community preserved a considerable number of dialects from Chungcheongbuk-do but also showed the transition of words into Chinese Korean. Examples of Chungcheongbuk-do dialect words that are highly conserved in Jeongamchon include words frequently used in daily life such as words about the human body and titles for relatives and family members. In contrast, words from Chungcheongbuk-do dialects indicating entities that do not exist in Jeongamchon, which can be attributed to differences in geographical environments or sociocultural differences between Chungcheongbuk-do and Jeongamchon, were at the verge of extinction. The indigenous vocabulary items in Jeongamchon, which refer to objects reflecting sociocultural differences from Chungcheongbuk-do, were substituted into the Chinese-Korean dialect, reflecting local culture.

This study investigated the effects of exposure frequency, depth of processing, and activity repetition types on vocabulary learning. In total, 78 South Korean fifth-grade students were divided into four conditions. Students in each condition were asked to read a passage with four of the eight target words (exposure: four times) and the other four words (exposure: once) for three days, and to perform the vocabulary activities assigned to each condition. According to the results, exposure frequency and activity repetition type had significant effects on vocabulary learning. Activity repetition type also had a significant interaction effect with exposure frequency and depth of processing. Notably, presenting a word 12 times (4x3) in reading intervals had a more positive impact on vocabulary learning than presenting it three times (1x3), particularly when different vocabulary activities were repeated. Meanwhile, when the same activity was repeated, an activity with a higher depth of processing was more effective for vocabulary learning.

This study investigated whether the framework of writing for English learners should be guided by the well-established reading-writing relation or by the receptive and productive nature of literacy skills. The writings of 209 advanced English learners in Korea were analyzed in relation to receptive and productive vocabulary knowledge and reading comprehension while controlling for writing fluency. Two sets of structural equation models were fitted: (1) productive skills (productive vocabulary and writing fluency) mediating receptive skills (receptive vocabulary and reading) and (2) reading mediating receptive and productive vocabulary knowledge. The results supported the second model in which reading completely mediated the contribution of receptive and productive vocabulary to writing. Although there were no direct effects of receptive and productive vocabulary knowledge, both had significant indirect effects on writing through reading and writing fluency. These results show that reading has a strong direct effect on writing above and beyond vocabulary, and that vocabulary knowledge contributes to writing development through reading.

Zhong Hua Zi Jing is Chinese teaching material promoted nationwide and overseas for the purpose of “fast literacy and early reading”, which covers Level 4 Chinese characters specified in the HSK exam outline. Its content includes knowledge of fifty major categories, including astronomy, geography, human relations, history, and the like. Therefore, this study is based on Xu Tongqiang’s sinogram-based theory. This paper proposes a teaching plan using the Zhong Hua Zi Jing in teaching Chinese as a foreign language in order to achieves positive results in vocabulary and Chinese character learning. A survey was first conducted on Korean students in years three and four of the Chinese language major to demonstrate their level of understanding of Chinese characters included in Zhong Hua Zi Jing, and to elucidate the level of understanding of Chinese characters Zhong Hua Zi Jing. Then, the necessity and specific solutions of using Zhong Hua Zi Jing to teach vocabulary mainly based on Chinese characters was explored.

This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the words on a single mode of written LAO and silent reading as opposed to two treatment groups of aural LAO and silent reading, and of aural LAO and read-alouds, respectively. The effects were tested three times via pre-, post-(immediately after learning), and delayed (30 days later) tests. The immediate and long-term effects were examined by detecting the differences across the three groups in post- and delayed-tests by one-way ANOVA, and the retention of effects was examined by paired t-tests in each group across the three tests. The results indicated that pairing aural LAO and read-aloud strategies was most effective in learning and retention of both vocabulary meaning and pronunciation.

본고는 단국대학교 부설 한문교육연구소에서 개발 중인 특수 어휘 매칭 툴을 구동시켜 어휘 데이터의 문제점과 개선 방향을 논의하기 위해 작성되었다. 한문교육연구소 개발 어휘 매칭 툴은 최종적으로 한문 고전 텍스트를 토크나이징(Tokenizing) 하기 위한 것이며, 특수 어휘의 매칭은 전체 텍스트를 토크나이징을 하기 위한 첫 단계라고 할 수 있다. 이 어휘 매칭 툴 실행 결과를 MARKUS 자동 마크업과 비교함으로써 매칭 툴과 그 데이터의 장단점을 분석하고, 이 과정에 발견된 문제점에 대해 보완할 수 있는 방향을 제시하였다. 한문교육연구소 어휘 매칭 툴은 한문고전에 특화된 도구로서 중요한 역할을 할 수 있으며, 앞으로 한문 고전의 토크나이징 에도 기여할 것으로 기대된다. 하지만 현재 상태에서는 여러 가지 보완이 필요하다. 우선, 한국 고유의 지명과 인명 데이터를 추가할 필요가 있다. 현재 데이터는 주로 중국의 어휘에 집중되어 있어 한국 고유 어휘가 부족한 상황이다. 추가 어휘데이터를 구축함으로써 해결할 수 있을 것으 로 보인다. 또 별칭의 매칭 문제 등을 해결할 필요가 있다.

This study aimed to explore the role of inference making in the relation between vocabulary knowledge (breadth and depth) and reading comprehension for 487 ninthgrade Chinese EFL students who were categorized as either struggling or adequate. Path analysis was used to examine both direct and mediated effects. The results indicated a statistically significant indirect effect of vocabulary knowledge on reading comprehension, mediated by inference making, for the entire participant group. However, there were notable differences between the struggling and adequate readers, as evidenced by distinct path diagrams. For struggling readers, the indirect effect of vocabulary breadth on reading comprehension through inference making was significant, while that of vocabulary depth was not significant. For adequate readers, both vocabulary breadth and depth directly explained reading comprehension. These results are discussed in the EFL context, encompassing assessment and instructional implications for EFL readers with varying levels of reading abilities.

This study investigated the effects of processing three types of texts, namely expository texts, narrative texts, and a combination of both known as twin texts, on incidental vocabulary acquisition and retention in L2 learners. College freshmen (N = 109), who were lower to upper intermediate learners of English, were assigned into a control group and three experimental groups representing different reading conditions. Over a period of seven weeks, the experimental groups engaged in two reading sessions to read their assigned texts accompanied by output tasks and input enhancement. The participants’ receptive and productive vocabulary gains were measured with an immediate posttest and a delayed posttest to assess retention. Results revealed significant impacts of text genres on L2 incidental vocabulary learning and retention. Processing twin texts and expository texts yielded significantly greater vocabulary gains than processing narrative texts alone. These effects might be due to different processing mechanisms required for texts structured in distinct ways. Expository texts are informative and explanatory in nature, providing explicit and contextually rich information for word comprehension and retention.

Learning Chinese through animation can be of great help to balanced language learning as you can access not only language but also culture. This study extracted and analyzed the vocabulary of the July 8th, 2016 Chinese animation [Big Fish & Begonia] as evaluated by HSK grade. Among the total number of vocabularies and expressions observed, the average proportion of the ‘basic HSK’ grade vocabulary is 53.95% and the average proportion of the ‘modified HSK’ grade vocabulary is 96.98%, which is very meaningful in learning. The composition ratio of HSK grade for each section was generally constant and the difficulty was constant. The animation [Big Fish & Begonia] contains various vocabulary for learning Chinese and is an educational content that embodies the cultural colors and characteristics of China well for children and adult learners in the early stages of learning Chinese. A very positive educational effect can be expected for the development of Chinese language skills, and the possibility of its use is also very high.