L1 어휘 주석이 어휘 학습에 미치는 영향 = The Effects of L1 Glosses on the Vocabulary Learning

다국어 초록 (Multilingual Abstract)

The purpose to study foreign language or second language is to communicate using that language and it is required not only improving the accurate pronunciation and correct grammar but also increasing the quantitative and qualitative vocabulary knowledge because the vocabulary knowledge is required for smooth communications. Recently, there are many studies showing that the vocabulary learning is very effective through reading activities. There are many studies examining whether or not the vocabulary learning through reading activities provided glosses is effective, and the provided glosses are helpful to reading comprehension in foreign language education or second language education. On the other hand, there are few studies in Korean language educations whether or not the effects of vocabulary learning is improved through reading activities with provided glosses.

So, this study investigated that provided glosses to the learners was the effective teaching method in Korean language learning. Also, this study was focused on whether L1 glosses using the mother tongue of learners is more effective than L2 glosses using the target language of learners in providing glosses method.

In chapter Ⅰ, the necessity and purpose of this study was described and the pre-research related glosses, including the effects of glosses on reading comprehension and language learning was investigated.

In chapter II, the theoretical background for vocabulary, vocabulary knowledge, vocabulary learning was examined, at the same time, the result of the questionnaires survey about demands of Chinese Korean language learners was analysed. This survey was proceeded 12 questionnaires by 100 Chinese Korean language learners, 50 Chinese Korean language learners (21 of men, 29 of women) who are studying in Y university or Y graduate school after graduating third grade in Y-Univ. Korean language institute and 50 Chinese Korean language learners (27 of men, 23 of women) who are learning Korean language in Y-Univ. Korean language institute. This study investigated the fundamental requirement, the difficult subject, the important subject, the opinion for current Korean vocabulary education, the preferred teaching style, the basic needs for Korean vocabulary education.

In chapter III, formulated the basis of the experiment through pilot test and the issues and hypothesis of the experiment, process and method of the experiment were explained.

In chapter IV, it was verified that L1 glosses are much effective than L2 glosses to learners' vocabulary learning through the comparison between vocabulary pretest and immediate vocabulary posttest, vocabulary pretest and delayed vocabulary posttest for selected experiment group (40 of first experiment, 32 of second experiment) who are in intermediate level of Korean language learning. Also, the learners' attitude about glosses and related questionnaire survey result was investigated.

In chapter V, the conclusion and the suggested ideas for Korean vocabulary education were described.

The main result of the experiment in this study is as such.

First, L1 (Chinese) glosses experiment group got significantly more higher score than L2 (Korean) glosses control group at immediate vocabulary posttest and delayed vocabulary posttest through first and second experiment. L1 (Chinese) glosses provided experiment group has more effect in short-term memory and long-term memory than L2 (Korean) glosses provided control group.

Second, the vocabulary learning effect showed similar trend even though the testing method of vocabulary was different to measure the vocabulary learning effect through first and second experiment. The quantities of vocabulary studying in first experiment using multiple-choice vocabulary test which require more detailed and accurate knowledge of the co-occurrence relations , synonym and antonym of vocabulary including the meaning of vocabulary was less than second experiment which measured only the meaning of vocabulary using short-answer question vocabulary evaluation. However, the lapse of memory versus quantities of vocabulary studying was small. This result verified that not only quantitative study which is focused on the acquisition of the meaning of vocabulary but also qualitative study through the co-occurrence relations , synonym and antonym of vocabulary is necessary in vocabulary learning to improve more detailed and accurate knowledge.

Third, it was verified that L1(Chinese) glosses are more effective than L2(Korean) glosses so that learners can understand the meaning of vocabulary using glosses in their reading activities and learners preferred the L1(Chinese) glosses to the L2(Korean) glosses.

Thus, this study verified that L1 glosses with the mother tongue of learners are more effective than L2 glosses with the target language of learners, when glosses considered as a vocabulary elaboration were used for the improvement of vocabulary knowledge of Korean language learners.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1.1. 연구의 필요성 및 목적 1
• 1.2. 연구의 내용 및 방법 4
• 1.3. 선행 연구 검토 5
• Ⅱ. 이론적 배경 및 학습자 요구 분석 10
• 2.1. 이론적 배경 10
• 2.1.1. 어휘와 어휘 지식 10
• 2.1.2. 어휘 학습 16
• 2.1.3. 어휘 주석 20
• 2.2. 학습자 요구 분석 22
• 2.2.1. 설문의 목적 및 대상 22
• 2.2.2. 설문지 구성 방법 22
• 2.2.3. 설문지 분석 결과 23
• Ⅲ. 연구 방법 37
• 3.1. 예비 실험 37
• 3.1.1. 실험 대상자 37
• 3.1.2. 실험 자료 38
• 3.1.3. 실험 절차 38
• 3.1.4. 실험 결과 분석 40
• 3.2. 본 실험 43
• 3.2.1. 연구 문제와 연구 가설 43
• 3.2.2. 실험 기간 및 실험 대상자 43
• 3.2.3. 실험 자료 46
• 3.2.4. 실험 절차 및 방법 48
• Ⅳ. 결과 및 논의 53
• 4.1. 어휘 주석이 어휘 학습에 미치는 효과 53
• 4.2. 어휘 주석에 대한 학습자 태도 분석 59
• V. 결론 및 제언 64
• 참고문헌 67
• 부록 73
• ABSTRACT 107