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The Effects of the Sentence-writing Task on English Vocabulary Learning of Korean High School Students
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Park, Jeeyoung | - |
dc.date.accessioned | 2019-01-24T07:27:03Z | - |
dc.date.available | 2019-01-24T07:27:03Z | - |
dc.date.issued | 2018-12-31 | - |
dc.identifier.citation | 외국어교육연구, Vol.23, pp. 65-85 | - |
dc.identifier.issn | 1229-5892 | - |
dc.identifier.uri | https://hdl.handle.net/10371/145204 | - |
dc.description | This article was partially extracted from the author's master's thesis. | - |
dc.description.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. | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 외국어교육연구소 | - |
dc.subject | vocabulary learning | - |
dc.subject | the sentence-writing task | - |
dc.subject | the Involvement Load Hypothesis | - |
dc.subject | autobiographical elaboration | - |
dc.title | The Effects of the Sentence-writing Task on English Vocabulary Learning of Korean High School Students | - |
dc.type | SNU Journal | - |
dc.contributor.AlternativeAuthor | 박지영 | - |
dc.citation.journaltitle | 외국어교육연구(Foreign Language Education Research) | - |
dc.citation.endpage | 85 | - |
dc.citation.pages | 65-85 | - |
dc.citation.startpage | 65 | - |
dc.citation.volume | 23 | - |
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