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The Effects of the Sentence-writing Task on English Vocabulary Learning of Korean High School Students
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- Authors
- Issue Date
- 2018-12-31
- Publisher
- 서울대학교 외국어교육연구소
- Citation
- 외국어교육연구, Vol.23, pp. 65-85
- Keywords
- vocabulary learning ; the sentence-writing task ; the Involvement Load Hypothesis ; autobiographical elaboration
- Description
- This article was partially extracted from the author's master's thesis.
- Abstract
- This study was conducted to investigate the effects of the sentence-writing task on English vocabulary learning of Korean high school students. The effectiveness of the sentence-writing task can be explained based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2001); yet, there has been no consistency in the results of the previous studies on this hypothesis. In the present study, the effects of the sentence-writing task on vocabulary learning were re-examined in comparison with the gap-filling task. In addition, considering that there have been no studies addressing the effects of autobiographical elaboration (relating the meaning of a certain word to ones own experience) on memory, the effects of the autobiographical sentence-writing task were compared to those of the imaginary sentence-writing task. Forty high proficiency and 40 low proficiency learners were randomly assigned either of the sentence-writing or the gap-filling task. The results demonstrated that the sentence-writing task is more effective in vocabulary learning than the gap-filling task, regardless of the learners proficiency levels. However, no significant difference was found between the effects of the autobiographical sentence-writing task and the imaginary sentence-writing task. Based on the results, the pedagogical implications were discussed in the conclusion chapter.
- ISSN
- 1229-5892
- Language
- English
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