Perceptions of and Attitudes towards the Effectiveness of Corpus-assisted Lexis Learning among Korean Secondary School Students

다국어 초록 (Multilingual Abstract)

This thesis examines the perceptions of and attitudes toward the effectiveness of corpus-assisted lexis learning among Korean secondary school students. Implementing corpus in language learning is considered effective as a tool for providing massive authentic language data. Along with the usefulness of the learning method, the learners’ perceptions and attitudes toward their learning should also be considered a crucial factor for successful learning. As a result, the present study aims to investigate the perceived effectiveness of corpus-assisted lexis learning and how it affects learners’ use of vocabulary learning strategies. The participants were 12th-grade students, and they went through the four weeks of lexis learning instructions using the two corpus-assisted tools, COCA: List and COCA: Word. The participants’ perceptions of and attitudes towards corpus-assisted lexis learning were measured quantitatively and qualitatively by a pre-survey, self-reflection, and post-surveys. The results of this study show the participants’ positive perceptions of and attitudes toward corpus-assisted lexis learning. The participants also were found to use various vocabulary learning strategies after using corpus-based tools in their lexis learning.

국문 초록 (Abstract)

본 논문은 한국 중등학교 학생들의 말뭉치 활용 어휘 학습 효과에 대한 인식과 태도를 살펴보았다. 언어 학습에 말뭉치를 활용하는 것은 방대한 정통 언어 데이터를 제공하기 위한 도구로 효과적인 것으로 간주된다. 학습 방법의 유용성과 함께 학습자의 학습에 대한 인식과 태도 또한 성공적인 학습을 위한 중요한 요소로 고려되어야 한다. 그 결과, 본 연구는 말뭉치 보조 어휘 학습의 지각된 효과와 그것이 학습자의 어휘 학습 전략 사용에 어떤 영향을 미치는지 조사하는 것을 목표로 한다. 참가자는 12학년 학생이었고, 두 가지 말뭉치 지원 도구인 COCA: List 및 COCA: Word를 사용하여 4주간의 어휘 학습을 거쳤다. 사전 조사, 자기성찰, 사후 조사를 통해 말뭉치 활용 어휘 학습에 대한 참여자의 인식과 태도를 양적, 질적으로 측정하였다. 본 연구의 결과는 말뭉치 보조 어휘 학습에 대한 참가자들의 긍정적인 인식과 태도를 보여준다. 참가자들은 또한 어휘 학습에서 말뭉치 기반 도구를 사용한 후 다양한 어휘 학습 전략을 사용하는 것으로 나타났다.

목차 (Table of Contents)

• Chapter 1 Introduction = 1
• 1.1 Motivation = 1
• 1.2 Purpose = 3
• Chapter 2 Literature Review = 4
• 2.1 Perceptions and Attitudes = 4
• 2.2 Knowing a Word = 5
• 2.3 Vocabulary Learning Strategies = 7
• 2.3.1 Definition = 7
• 2.3.2 Vocabulary Learning Strategies and Successful Learning = 10
• 2.4 Corpus and Its Effect = 11
• 2.5 Corpus-based Approach and Data-driven Learning = 13
• 2.6 Corpus-assisted Learning and Its Helpfulness = 14
• 2.6.1 EFL Students’ Perception of Using COCA to Develop Their Vocabulary = 14
• 2.6.2 EFL Students’ Thoughts and Feelings about Concordancing = 16
• 2.6.3 Learners’ Perceived Usefulness of Online Corpus on the Use of Vocabulary Learning Strategies = 18
• 2.7 Conclusions = 21
• Chapter 3 Methodology = 22
• 3.1 The Participants = 23
• 3.2 Data Collection Procedures = 24
• 3.3 Data Collection Tools = 25
• 3.3.1 COCA: List = 26
• 3.3.2 COCA: Word = 28
• 3.4 Data Sources = 32
• 3.4.1 Pre-survey = 32
• 3.4.2 Self-reflection = 34
• 3.4.3 Post-survey = 35
• 3.5 Vocabulary Learning Instruction Procedures = 36
• 3.5.1 Vocabulary Selection = 38
• 3.5.2 Vocabulary Activities for COCA: List = 39
• 3.5.3 Vocabulary Activities for COCA: Word = 40
• Chapter 4. Results = 44
• 4.1 Perceptions of the Corpus-assisted Lexis Learning Process = 44
• 4.1.1 Familiarity with Vocabulary Learning Techniques = 44
• 4.1.2 Satisfaction with Vocabulary Learning = 45
• 4.1.3 Advantages and Disadvantages of Vocabulary Learning Aspects = 46
• 4.1.4 Beliefs in Vocabulary Learning = 49
• 4.2 Different Attitudes towards Different Corpus Tools = 51
• 4.3 Perceptions of Vocabulary Learning Strategies = 54
• Chapter 5. Discussion = 56
• 5.1 Perceptions and Attitudes about Lexis Learning = 56
• 5.2 Different Effects on Different Corpus-based Tools = 59
• 5.3 Perceptions of Vocabulary Learning Strategies = 61
• Chapter 6. Conclusions = 63
• 6.1 Summary = 63
• 6.2 Limitations = 64
• 6.2.1 Participant Representation = 64
• 6.2.2 Duration and Sequencing of the Treatment = 65
• 6.3 Further Research = 66
• REFERENCES = 68
• APPENDICES = 78
• ABSTRACT IN KOREAN = 105