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논문 기본 정보

자료유형
학술저널
저자정보
이민진 (연세대학교)
저널정보
한국응용언어학회 응용언어학 응용언어학 제38권 제1호
발행연도
2022.3
수록면
31 - 58 (28page)
DOI
10.17154/kjal.2022.3.38.1.31

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초록· 키워드

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This study investigated the extent to which textual enhancement in captions can draw a learner’s attention to the target linguistic construction and promote subsequent development in L2 collocation knowledge. The study also explored the extent to which individual difference in working memory (WM) is related to learners’ attentional allocation and L2 collocation knowledge development. A total of 34 L2 English learners in Korea were assigned into an enhanced captions group (n =18) and a captions group (n = 16). For the enhanced captions group, the target L2 construction was typographically enhanced using a different color (i.e., red color). Learners’ allocation of attentional resources to the target collocations was measured with an eye-tracking method. To assess L2 collocation knowledge development, a meaning recall and meaning recognition test were used. In addition, learners’ working memory capacity was assessed using a nonword span task and a reading span task. The results of this study showed that textual enhancement succeeded in directing a learner’s attention to the target linguistic constructions; however, it did not lead to learning gains in collocation knowledge. In addition, working memory was found to have meaningful relationships with learners’ allocation of attentional resources when they were exposed to textually enhanced input.

목차

I. 서론
II. 이론적 배경
III. 연구 방법
IV. 연구 결과
V. 연구 결과 논의 및 결론
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