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Long term vocabulary retention from private lessons : transitivity, learner uptake, and patterns of lexical cohesion 원문보기

  • 저자

    Lee, Steve

  • 학위수여기관

    한국외국어대학교 TESOL대학원

  • 학위구분

    국내석사

  • 학과

    교수학습지도학과

  • 지도교수

    David Kellogg

  • 발행년도

    2014

  • 총페이지

    83 p

  • 키워드

    transitivity uptake lexical cohesion Systemic Functional Grammar metafunctions private tutoring vocabulary long term retention;

  • 언어

    eng

  • 원문 URL

    http://www.riss.kr/link?id=T13538843&outLink=K  

  • 초록

    Long Term Vocabulary Retention from Private Lessons: Transitivity, Learner Uptake, and Patterns of Lexical Cohesion The goal of this research is to offer some insight into teaching vocabulary through discourse and which methods facilitate vocabulary internalization through discourse in young EFL learners. The discourse data in this research was gathered from private lessons of four Korean elementary school students, and over two thousand turns of data from exchanges between a student and a teacher about vocabulary words during these lessons were analyzed both qualitatively and quantitatively. The data was analyzed in the tradition of Halliday's Systemic Functional Grammar (2014), attending to the three aspects of context: field (ideational metafunction), tenor (interpersonal metafunction), and mode (textual metafunction). Specifically, this study looked at whether long term recall is associated with any particular form of transitivity (mental processes), mood (learner uptake), or textual organization (lexical cohesion). The results indicated that the use of mental processes and learner uptake during the initial exchange do not have a significant effect on long term recall at t= .183 and t= .80 respectively. However, different types of lexical cohesion produced various significant results, depending on the student. For example, one student showed a very significant positive effect with the lexical cohesion type meronymy (p


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