메뉴 건너뛰기
.. 내서재 .. 알림
소속 기관/학교 인증
인증하면 논문, 학술자료 등을  무료로 열람할 수 있어요.
한국대학교, 누리자동차, 시립도서관 등 나의 기관을 확인해보세요
(국내 대학 90% 이상 구독 중)
로그인 회원가입 고객센터 ENG
주제분류

추천
검색

논문 기본 정보

자료유형
학술저널
저자정보
저널정보
중앙대학교 외국학연구소 외국학연구 외국학연구 제41호
발행연도
2017.1
수록면
11 - 39 (29page)

이용수

표지
📌
연구주제
📖
연구배경
🔬
연구방법
🏆
연구결과
AI에게 요청하기
추천
검색

초록· 키워드

오류제보하기
In an attempt to explore ways to stimulate breadth and depth of vocabulary knowledge, the study described in this paper investigated the effects of two treatment tasks (repeated reading with feedback vs. repeated testing with feedback) on the breadth and depth of vocabulary development. Ninety-three undergraduate students at a low-intermediate level were assigned into two intervention conditions and one control condition. In the intervention conditions, initial silent reading of a text was followed by either repeated reading of the same text with the teacher’s feedback or repeated testing with feedback. To measure vocabulary breadth, the students took the Vocabulary Levels Test, which assessed their meaning recognition and meaning recall. To measure vocabulary depth, the students took the Depth of Vocabulary Knowledge Test to assess their knowledge of synonymy and collocation and the Morphological Knowledge Test to assess their knowledge of detailed meaning in context and the morphology of target words. The results of ANOVA, with repeated measures, showed that both tasks were effective in stimulating breadth and depth of the target words. Nevertheless, repeated reading with feedback was found to be superior in promoting certain aspects of vocabulary depth. Pedagogically, the findings of the study provide implications for a framework of vocabulary instruction to consider in an EFL situation.

목차

등록된 정보가 없습니다.

참고문헌 (27)

참고문헌 신청

함께 읽어보면 좋을 논문

논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!

이 논문의 저자 정보

최근 본 자료

전체보기

댓글(0)

0