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A Study of Korean Middle School Students' Vocabulary Learning Strategy Use
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중학생의 어휘 학습 전략 사용 연구

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Type
Academic journal
Author
Journal
한국외국어대학교 외국어교육연구소 외국어교육연구 외국어교육연구 제22권 제1호 KCI Accredited Journals
Published
2008.1
Pages
51 - 76 (26page)

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A Study of Korean Middle School Students' Vocabulary Learning Strategy Use
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Although vocabulary learning is an important goal in literacy and plays a central role in reading ability, there have been few studies conducted in a Korean context. This study examined Korean middle school students' vocabulary learning strategy use. The secondary purpose of this study was to explore the relationship between the strategy use and their proficiency levels. A total of 156 middle school students participated in this study and their vocabulary learning strategy use based on a modified version of Schmitt's(1997) taxonomy of vocabulary learning strategy was analysed. Two main findings of the study were that: (1) 'determination' strategy and 'cognitive' strategy among six categories were the most frequently used strategies; (2) groups divided by proficiency level differed significantly in their use of vocabulary strategy, i.e., higher level learners used ‘determination' strategy(from discovery strategy), and 'social,' 'memory,' and 'metacognitive' strategy(from consolidation strategy) more frequently than lower level learners. Pedagogical implications and directions for further research are suggested.
#어휘 학습 전략 #발견 전략 #기억 강화 전략 #Vocabulary Learning Strategy #Discovery Strategy #Consolidation Strategy

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Ahmed,M.O. / 1989 / Vocabulary learning strategies / CILT google schola Bellezza,F.S. / 1981 / Mnemonic devices in classification, characteristics, and criteria / Review of Educational Research 51 (2) : 247 ~ 275 google schola Bialystok,E. / 1983 / Inferencing in testing the "hypothesis-testing" hypothesis / Newbury House google schola Carroll,J.B. / 1993 / Human cognitive abilities: A survey of factor-analytic studies / Cambridge University Press google schola Cohen,A.D. / 1990 / Language learning in Insight for learners,teachers and researchers / Newbury House google schola

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