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연어교수에서 L1, L2의 사용과 연어의 L1-L2 일치성이 연어습득에 미치는 영향 원문보기

  • 저자

    이은경

  • 학위수여기관

    한국외국어대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

    윤현숙

  • 발행년도

    2014

  • 총페이지

    75 p

  • 키워드

    연어교수 L1과 L2 사용 L1-L2 일치성;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538907&outLink=K  

  • 초록

    The Effect of the Use of L1 and L2 in Collocation Teaching and L1-L2 Congruency on Collocation Acquisition Language acquisition is based on vocabulary learning and it is very important to improve collocational knowledge in order to promote communication skills. There have been a lot of researches on effective vocabulary teaching methods since the importance of vocabulary knowledge was widely known. Lexical Approach is one of them and it is the approach which enables to learn words as chunks. Many studies on collocations have come along with this approach. However, the importance of collocation teaching is not emphasized in English class in Korea. Teachers use the traditional methods to teach single words and students are not able to produce a correct combination of words. Moreover, there are not many studies on collocations which leaners feel difficulty in acquiring them and on the effective language use for collocation teaching. The purpose of this study is to investigate the influence of the L1-L2 congruency on leaners' English collocation acquisition. Since many studies show that the first language(L1) affects the acquisition of the second language(L2) collocations, this study examines the effect of teaching incogruent collocations in which learners are likely to produce an incorrect combination of words because of the absence of the word-word translation between L1 and L2 and congruent collocations. Also, this study aims to find out the effect of the use of L1 and L2 when teaching English collocations. In order to accomplish this purpose, data from 20 elementary school students taking an intensive course at A English school in Mapo in Seoul were gathered as one experimental group. Their collocational knowledge and significance of the acquisition was examined after doing some exercises on collocations. The experiment was done during the eight-day period. Pre-test and post-test were taken on the first and the eighth period. L2 verb-noun collocations were taught on the 2nd, 4th and 6th period using L1 and adjective-noun collocations were taught on the 3rd, 5th, and 7th period using L2. Target items are chosen from English collocations in use(McCarthy & O'dell, 2006) and the list which include congruent and incongruent collocations by Wolter and Gyllastat(2013). The items are collocations that can often be used in real communication and ones that describe people's appearance and the weather or the nature considering the level of the participants as elementary school students. The summarized results of the study and suggestions are as follows: First, participants were better learned when teaching collocations by using L1. Because the result showed that L1 affected L2 collocation acquisition, teachers should help students understand the meaning of L2 collocations by using L1 effectively. Also it is suggested that effective audio-visual materials should be used when using L2 in class. Second, after investigating the effect of L1-L2congruency on collocation acquisition, incongruent collocations were more difficult to acquire. The result showed the need to teach incogruent collocations should be stressed. It is suggested that there is a strong need for teachers to help students learn incongruent collocations in order to enable learners to produce a correct combination of words.


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