The purpose of this study is to clarify the correlation between the acquisition of idioms and vocabulary learning strategies among Korean language learners. Vocabulary is a fundamental element for communication and it is necessary to analyze how vocabulary is related to vocabulary learning strategy....
The purpose of this study is to clarify the correlation between the acquisition of idioms and vocabulary learning strategies among Korean language learners. Vocabulary is a fundamental element for communication and it is necessary to analyze how vocabulary is related to vocabulary learning strategy. Especially idiomatic expressions reflect the history, society, and cultural background of the origin country of the language. Thus, Korean language learners must have been academically pressured for effective vocabulary learning strategies. Therefore, through the behavioral response experiment, this study observes how intermediate and advanced learners linguistically process colloquial and idiomatic expressions, identifies their Korean language level, investigates the usage pattern of their vocabulary learning strategies and clarify effective learning strategies and ineffective ones.
First, to examine the idiomatic language proficiency, behavioral response experiment of lexical task was designed. Mostly idioms have transparency by which they are classified into three types: collocation, translucent idioms, and opaque idioms. In this study, 20 basic colloquial expressions were selected for the test from the existing researches and as idiomatic expressions were suggested to the intermediate level or higher, 20 intermediate-level expressions were selected for each semi - transparent and opaque type. A total of 60 expressions were included in correct and incorrect sentences. The participants were asked to read the sentences to determine whether they were correct or incorrect. The experiment was conducted with PsychoPy 1.8, a psychological linguistic test tool to measure accuracy and response time. The subjects of the experiment were divided into the control group with native Korean speakers and the experimental group with foreign learners whose level were intermediate and advanced.
As a result of the behavioral response experiment, the accuracy was classified into the accuracy between the groups and the accuracy within the group – native Korean speakers were most accurate judgment, followed by advanced learners and intermediate learners. There was statistically significant difference shown between the groups. This indicates that not only intermediate but also advanced learners could not reach the level of native speakers. As for the response time native Koreans were dominantly fast while. Advanced learner showed rather slow processing, and intermediate learner far slower.
The results of the idiomatic transparency types in the group showed statistically significant differences among native speakers. As for collocation, there was some difference shown in semitransparent and opaque idioms and this confirms that even native Koreans use separate linguistic processes between collocation and idioms. The advanced learners also showed a significant difference between collocation and idioms and they recognized collocation and idioms differently. This phenomenon is consistently shown in the intermediate learners group. In other words, it is inferred from the classroom effect that foreign learners learn idiomatic expressions in chunk.
The vocabulary learning strategies of foreign learners were examined, in reference to Schmitt (1997)'s vocabulary learning strategy classification. I analyzed the correlation between the behavioral response experiment and the vocabulary learning strategies to identify effective and ineffective strategies for learning idioms. In general, a number of ineffective strategies were obstacles for learners to learn collocation and idioms. It is necessary to develop effective ones in no delay.
There was a positive correlation shown in all types that, in order to remember a expression, learners change a word in the expression to the word that they have already known. A positive correlation was also shown in a learning strategy to memorize both collocation and idioms in which a new word is used. Such learning method helps learners recognize connection of word and how the word can semantically expand by connection type.
On the other hand, vocabulary note taking, group study, and using bilingual dictionary showed negative correlations in all types. These strategies focus only on the meaning of the word and neglect the extended meaning in multiple contexts. Therefore, the results were ineffective in learning collocation and idioms.
In conclusion, this study verifies how native Korean speakers and foreign learners actually process learning idioms, and distinguishes effective vocabulary learning strategies from ineffective ones. However, in the future, it is necessary to find and develop more idiomatic learning strategies which should be differentiated from general vocabulary learning strategies, and curriculum for learning idiomatic expression needs to be drawn in use of such learning strategies.
The purpose of this study is to clarify the correlation between the acquisition of idioms and vocabulary learning strategies among Korean language learners. Vocabulary is a fundamental element for communication and it is necessary to analyze how vocabulary is related to vocabulary learning strategy. Especially idiomatic expressions reflect the history, society, and cultural background of the origin country of the language. Thus, Korean language learners must have been academically pressured for effective vocabulary learning strategies. Therefore, through the behavioral response experiment, this study observes how intermediate and advanced learners linguistically process colloquial and idiomatic expressions, identifies their Korean language level, investigates the usage pattern of their vocabulary learning strategies and clarify effective learning strategies and ineffective ones.
First, to examine the idiomatic language proficiency, behavioral response experiment of lexical task was designed. Mostly idioms have transparency by which they are classified into three types: collocation, translucent idioms, and opaque idioms. In this study, 20 basic colloquial expressions were selected for the test from the existing researches and as idiomatic expressions were suggested to the intermediate level or higher, 20 intermediate-level expressions were selected for each semi - transparent and opaque type. A total of 60 expressions were included in correct and incorrect sentences. The participants were asked to read the sentences to determine whether they were correct or incorrect. The experiment was conducted with PsychoPy 1.8, a psychological linguistic test tool to measure accuracy and response time. The subjects of the experiment were divided into the control group with native Korean speakers and the experimental group with foreign learners whose level were intermediate and advanced.
As a result of the behavioral response experiment, the accuracy was classified into the accuracy between the groups and the accuracy within the group – native Korean speakers were most accurate judgment, followed by advanced learners and intermediate learners. There was statistically significant difference shown between the groups. This indicates that not only intermediate but also advanced learners could not reach the level of native speakers. As for the response time native Koreans were dominantly fast while. Advanced learner showed rather slow processing, and intermediate learner far slower.
The results of the idiomatic transparency types in the group showed statistically significant differences among native speakers. As for collocation, there was some difference shown in semitransparent and opaque idioms and this confirms that even native Koreans use separate linguistic processes between collocation and idioms. The advanced learners also showed a significant difference between collocation and idioms and they recognized collocation and idioms differently. This phenomenon is consistently shown in the intermediate learners group. In other words, it is inferred from the classroom effect that foreign learners learn idiomatic expressions in chunk.
The vocabulary learning strategies of foreign learners were examined, in reference to Schmitt (1997)'s vocabulary learning strategy classification. I analyzed the correlation between the behavioral response experiment and the vocabulary learning strategies to identify effective and ineffective strategies for learning idioms. In general, a number of ineffective strategies were obstacles for learners to learn collocation and idioms. It is necessary to develop effective ones in no delay.
There was a positive correlation shown in all types that, in order to remember a expression, learners change a word in the expression to the word that they have already known. A positive correlation was also shown in a learning strategy to memorize both collocation and idioms in which a new word is used. Such learning method helps learners recognize connection of word and how the word can semantically expand by connection type.
On the other hand, vocabulary note taking, group study, and using bilingual dictionary showed negative correlations in all types. These strategies focus only on the meaning of the word and neglect the extended meaning in multiple contexts. Therefore, the results were ineffective in learning collocation and idioms.
In conclusion, this study verifies how native Korean speakers and foreign learners actually process learning idioms, and distinguishes effective vocabulary learning strategies from ineffective ones. However, in the future, it is necessary to find and develop more idiomatic learning strategies which should be differentiated from general vocabulary learning strategies, and curriculum for learning idiomatic expression needs to be drawn in use of such learning strategies.
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