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과업복잡성과 과업동기가 어휘습득에 미치는 영향 원문보기

  • 저자

    정지민

  • 학위수여기관

    한국외국어대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

    이준규

  • 발행년도

    2014

  • 총페이지

    74 p

  • 키워드

    과업복잡성 과업동기 어휘습득;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538891&outLink=K  

  • 초록

    The effect of task complexity and task motivation on vocabulary acquisition The purpose of the current study was to identify the effect of task complexity and task motivation on vocabulary acquisition in two task types. Sixty three Korean high school students carried out four tasks which differed in terms of task complexity and task type. Task complexity was manipulated along resource-directing factors such as [±causal reasoning] and [±few elements]. In order to examine the learners' task motivation, the questionnaire developed by Kim(2009) was used. Vocabulary Knowledge Scales(VKS) were adapted for pretest, immediate and delayed posttest. The first research question was to scrutinize the effects of task complexity on vocabulary acquisition. The results showed the significant differences between VKS scores of immediate posttest on simple and complex tasks. There was a slight difference between the VKS scores of delayed posttest on simple and complex tasks, but this did not lead to be statistically significant. The results are in line with the predictions of Cognition Hypothesis, which claims that complex tasks elicit greater accuracy and complexity but less fluency and generate greater amounts of interaction and negotiation for meaning during the task, thereby facilitating L2 development(Robinson, 2001a, 2003, 2005, 2007a, 2007b). However, the findings ran against Foster & Skehan, 1996; Skehan & Foster, 1997; Van Patten, 1990, who found that task complexity does not have any significant effect on accuracy. The second research question was to analyze the effects of task motivation on vocabulary acquisition. The results indicated that there is a significant correlation between the learners' task motivation and the longer retention of vocabulary on simple tasks. No significant correlation was found on complex tasks. The learners have greater learning opportunities and acquire vocabulary more naturally on complex tasks. However, on simple tasks, the learners have less learning opportunities than complex tasks. Therefore, it is predicted that motivation plays a stronger role on simple tasks. The last research question was to take a look at the relationship between task motivation and task complexity. The results showed no relationship between task motivation and task complexity. It seems that not only task complexity but complex factors such as task types, learner styles and learner preferences affect task motivation. The results carry important pedagogical implications for syllabus and task designers, researchers and teachers. Since this study mainly focused on accuracy, in further research, complexity and fluency should be considered. It is advisable to take both task complexity and task motivation into account when tasks are designed and made in TBLT classrooms.


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