본 연구의 목적은 어휘 학습의 측면에서 컴퓨터 보조 학습을 통한 컴퓨터 기술의 효과와 유용성을 알아보고자 하는데 있다. 컴퓨터 기술을 통한 멀티미디어 수업은 네 가지 (듣기, 말하기, 일기, 쓰기의) 언어기술과 관련하여 다양한 언어학습방법을 제공한다. 한국인 영어 언어 학습자는 주입식 교육에 익숙해져 왔으며, 단어를 습득하는데 있어 반복적인 어휘 암기방법을 활용한다. 이를 위해 본 연구에서는 세 가지 연령 그룹을 대상으로 설문 조사와 교육용 멀티미디어 학습실험이 이루어져있다. 본 연구는 오프라인에서의 어휘학습과 다르게 교사는 컴퓨터 멀티미디어프로그램을 응용하여 교실 수준에 적합한 어휘 학습 응용 프로그램을 어떻게 효과적으로 개선 할 수 있는지 밝히고자 한다.
본 연구의 목적은 어휘 학습의 측면에서 컴퓨터 보조 학습을 통한 컴퓨터 기술의 효과와 유용성을 알아보고자 하는데 있다. 컴퓨터 기술을 통한 멀티미디어 수업은 네 가지 (듣기, 말하기, 일기, 쓰기의) 언어기술과 관련하여 다양한 언어학습방법을 제공한다. 한국인 영어 언어 학습자는 주입식 교육에 익숙해져 왔으며, 단어를 습득하는데 있어 반복적인 어휘 암기방법을 활용한다. 이를 위해 본 연구에서는 세 가지 연령 그룹을 대상으로 설문 조사와 교육용 멀티미디어 학습실험이 이루어져있다. 본 연구는 오프라인에서의 어휘학습과 다르게 교사는 컴퓨터 멀티미디어프로그램을 응용하여 교실 수준에 적합한 어휘 학습 응용 프로그램을 어떻게 효과적으로 개선 할 수 있는지 밝히고자 한다.
The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relat...
The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.
The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
문제 정의
The purpose of this study is to help learners strengthen their vocabulary usage. The results of this study, through the experiment, survey analysis, and multimedia language courseware learning exercises are as follows:
This was more noticeable in Groups B and C, as learners became more familiar with the use of terms used in the topics chosen. The study suggests that guessing the meaning of the words from the context and repetition, through reading, can develop both B and C learner groups comprehension levels.
Multimedia and web programmes provide a diversity of language learning tasks in relation to four skills (Listening, Speaking, Reading and Writing). This study will look at effectiveness and usefulness of computer technologies in language learning in the aspect of vocabulary learning. As many language classrooms are computer-based learners would now study and complete assignments using computers.
가설 설정
3) The multimedia program used can be self-directed. The multimedia courseware program was designed to fit into a pre-intermediate level program.
제안 방법
The courseware multimedia exercises (H software program covered four lab sessions, followed by a topic focused session. In every second session of the same topic, the participants worked on three different types of exercises, using the H software program, as illustrated in figure 2, which are performed in pairs, groups, or individuals. Ideally, the learners were expected to repeat each exercise again, after they had tried all the exercises for the first time.
The second survey was administered to all participant groups, after the completion of the vocabulary focused lessons, in order to explore the usefulness and effectiveness of the multimedia courseware as a means to learn English vocabulary. ANOVA analysis was used to compare the mean of three groups (A, B, C) to see if there are significant differences between the learners' feedback.
The survey questionnaire was administered to each participant group at the very beginning of the research time line, in order to determine the current address of how learners have been studying, or memorizing, English vocabulary in four basic skills.
Then, the participants were given opportunities to choose their own texts in line with their interests. With these texts, the participants identified grammar features such as commanding verbs, adjectives, adverbs, and nouns looking specifically for cooking materials. Also, some names of dishes, foods, vegetables, and cooking ingredients were practiced.
대상 데이터
Hundred students were selected from each age level or school grade, to explore their method of learning vocabulary, as well as their of vocabulary acquisition improvement through online lessons by age group. As shown in Table 1, there were 300 students, 180 females and 120 males, ranging from 12 to 21 (Age mean = 16.5). The age group, of the research participants, is addressed as group A (Elementary school students, Age 12-13), B (Middle/High school students, Age 14-19) and C (University students, Age 20-21) as follows.
The participants of the study were recruited from three different institutions; Elementary school students are noted as ‘S’, Middle and high school students were noted as ‘A’, and ‘N’ were University students.
참고문헌 (18)
Anderson, R. C. & Shifrin, Z. (1980). 'The meaning of words in context', in Spiro et al., 330-348.
Arva, V. & Medgyes, P. (2000). Native and nonnative teachers in the classroom. System, 28, 355-372.
Fandrych, I.(2001).Word processors' grammar and spelling assistance: Consequences for second language learning and teaching. The internet TESL Journal, 7,(6)
Gipe, J. P. & Arnold, R. D. (1979). 'Teaching vocabulary through familiar associations and contexts', Journal of Reading Behavior, 11, 282-285.
Gu Yongqi and Johnson, R. K. (1996). 'Vocabulary learning strategies and language learning outcomes', Language Learning, 46, 643-679.
Kent, D (2004). CALL initiatives and the Korean cultural learning context. In Son J.B. (Ed.) Computer- assisted language learning. Concepts, contexts and practice (Chapter 4). New York:i Universe.
Krajka, J. (2000). Using the internet in ESL writing instruction. The internet TESL Journal,6(11).
Moir, J. (1996). Task awareness and learning effectiveness: a case study of ten learners' perceptions of a vocabulary learning task, unpublished MA paper, LALS, Victoria University of Wellington.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. UK: Cambridge University Press.
Nozawa, K. (2004). Computer assisted English language learning in Japan. In Makarova, V. & Rodgers, T .(Eds.) English language teaching: the case of Japan. Lincom: E. C. (chapter 13).
Peterson, M. (2004). Moo vitual worlds in CMS-based CALL: defining an agenda for future research. In Son, J.B. (Ed.)Computer-assisted language learning: Concepts, contexts and practice (Chapter 4). New York: I Universe.
Saminy, K. & Brutt-Griffler, J. (1999). To Be a native or Non-Native Speaker: Perceptions of "Non-Native" Students in a Graduate TESOL Program. In Braine, G. (Ed.). (1999). Non-native Educators in English Language Teaching (Chapter 9). Mahwah, NJ:Erlbaum.
Williams, R. (1985). 'Teaching vocabulary recognition strategies in ESP reading', ESP Journal, 4, 121-131.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.