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글로벌영어교육학회> STUDIES IN ENGLISH EDUCATION> 주석영상이 제2언어학습자의 우연적 어휘습득에 미치는 영향

KCI등재

주석영상이 제2언어학습자의 우연적 어휘습득에 미치는 영향

Effects of Glossed Videos on Incidental Vocabulary Acquisition in Second Language Learners

최성묵 ( Choi Sungmook )
  • : 글로벌영어교육학회
  • : STUDIES IN ENGLISH EDUCATION 27권2호
  • : 연속간행물
  • : 2022년 06월
  • : 209-230(22pages)
STUDIES IN ENGLISH EDUCATION

DOI

10.22275/SEE.27.2.02


목차

Ⅰ. 서론
Ⅱ. 본 연구
Ⅲ. 연구방법
Ⅳ. 결과
Ⅴ. 논의
References

키워드 보기


초록 보기

Glossed print materials have been found to be conducive to L2 incidental vocabulary acquisition. Expanding upon this line of inquiry, the present study explored how glosses displayed on videos impact incidental vocabuary acquisition. To this end, Korean tenth graders (N = 102) were randomly assigned to the following conditions: (a) baseline (video only), (b) caption (video + caption), and (c) gloss (video + caption + glosses of 26 target words). They then watched a short TED video that correspond to their condition. Finally, they responded to unannounced vocabulary tests, immediately and one week later. Results indicated superior performance of the participants in the gloss condition over their counterparts in the baseline and caption conditions, regardless of testing phase (immediate, delayed). In contrast, the participants in the baseline and caption conditions rarely varied in their lexical gains in both the immediate and delayed meaning recall tests. Correlational analyses showed strong, positive associations between learner proficiency and lexical gains, regardless of video conditions. Given that the current study represents the first to explore the effects of glossed videos, findings of this study appear to make important contributions to the extant L2 acquisition literature.

UCI(KEPA)

간행물정보

  • : 사회과학분야  > 교육
  • : KCI등재
  • :
  • : 계간
  • : 1226-3451
  • :
  • : 학술지
  • : 연속간행물
  • : 1996-2022
  • : 634


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27권2호(2022년 06월) 수록논문
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KCI등재

1Givers and Receivers of Peer Feedback: An Analysis of Korean EFL Students' Writing

저자 : Abdulla Ziyadullaev , Mi-lim Ryoo

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 2호 발행 연도 : 2022 페이지 : pp. 181-208 (28 pages)

다운로드

(기관인증 필요)

초록보기

Peer feedback has become recognized as an essential component of EFL writing class because it is believed to aid the development of writing quality. The purpose of the present study is to broaden our understanding of peer feedback in EFL writing settings by closely examining what and how different skill level Korean EFL students perform and respond to peer feedback. Twenty each of low- and high-level university students participated in the study. This study adopted both quantitative and qualitative approaches to analyze peer partners' reviews and responses to them. The study found that the low-level students received more comments than did the high-level. With feedback types given, direct corrections of the mistakes in the essays were predominantly performed, and comments on the local aspect of an essay exceeded those on the global aspect in both levels. With respect to responses to feedback, both groups accepted more local aspect comments than global ones, and particularly low-level students accepted more local comments than did the high-level. The high-level students took a more selective approach to peer feedback than did the low-level students. Overall, low-level students incorporated more the peer's comments into their subsequent revisions than did high-level students. Some pedagogical implications are made.

KCI등재

2주석영상이 제2언어학습자의 우연적 어휘습득에 미치는 영향

저자 : 최성묵 ( Choi Sungmook )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 2호 발행 연도 : 2022 페이지 : pp. 209-230 (22 pages)

다운로드

(기관인증 필요)

초록보기

Glossed print materials have been found to be conducive to L2 incidental vocabulary acquisition. Expanding upon this line of inquiry, the present study explored how glosses displayed on videos impact incidental vocabuary acquisition. To this end, Korean tenth graders (N = 102) were randomly assigned to the following conditions: (a) baseline (video only), (b) caption (video + caption), and (c) gloss (video + caption + glosses of 26 target words). They then watched a short TED video that correspond to their condition. Finally, they responded to unannounced vocabulary tests, immediately and one week later. Results indicated superior performance of the participants in the gloss condition over their counterparts in the baseline and caption conditions, regardless of testing phase (immediate, delayed). In contrast, the participants in the baseline and caption conditions rarely varied in their lexical gains in both the immediate and delayed meaning recall tests. Correlational analyses showed strong, positive associations between learner proficiency and lexical gains, regardless of video conditions. Given that the current study represents the first to explore the effects of glossed videos, findings of this study appear to make important contributions to the extant L2 acquisition literature.

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KCI등재

1Givers and Receivers of Peer Feedback: An Analysis of Korean EFL Students' Writing

저자 : Abdulla Ziyadullaev , Mi-lim Ryoo

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 2호 발행 연도 : 2022 페이지 : pp. 181-208 (28 pages)

다운로드

(기관인증 필요)

초록보기

Peer feedback has become recognized as an essential component of EFL writing class because it is believed to aid the development of writing quality. The purpose of the present study is to broaden our understanding of peer feedback in EFL writing settings by closely examining what and how different skill level Korean EFL students perform and respond to peer feedback. Twenty each of low- and high-level university students participated in the study. This study adopted both quantitative and qualitative approaches to analyze peer partners' reviews and responses to them. The study found that the low-level students received more comments than did the high-level. With feedback types given, direct corrections of the mistakes in the essays were predominantly performed, and comments on the local aspect of an essay exceeded those on the global aspect in both levels. With respect to responses to feedback, both groups accepted more local aspect comments than global ones, and particularly low-level students accepted more local comments than did the high-level. The high-level students took a more selective approach to peer feedback than did the low-level students. Overall, low-level students incorporated more the peer's comments into their subsequent revisions than did high-level students. Some pedagogical implications are made.

KCI등재

2주석영상이 제2언어학습자의 우연적 어휘습득에 미치는 영향

저자 : 최성묵 ( Choi Sungmook )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 2호 발행 연도 : 2022 페이지 : pp. 209-230 (22 pages)

다운로드

(기관인증 필요)

초록보기

Glossed print materials have been found to be conducive to L2 incidental vocabulary acquisition. Expanding upon this line of inquiry, the present study explored how glosses displayed on videos impact incidental vocabuary acquisition. To this end, Korean tenth graders (N = 102) were randomly assigned to the following conditions: (a) baseline (video only), (b) caption (video + caption), and (c) gloss (video + caption + glosses of 26 target words). They then watched a short TED video that correspond to their condition. Finally, they responded to unannounced vocabulary tests, immediately and one week later. Results indicated superior performance of the participants in the gloss condition over their counterparts in the baseline and caption conditions, regardless of testing phase (immediate, delayed). In contrast, the participants in the baseline and caption conditions rarely varied in their lexical gains in both the immediate and delayed meaning recall tests. Correlational analyses showed strong, positive associations between learner proficiency and lexical gains, regardless of video conditions. Given that the current study represents the first to explore the effects of glossed videos, findings of this study appear to make important contributions to the extant L2 acquisition literature.

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