Korean EFL University Students’ English Vocabulary Size and Their Writing Proficiency

이신웅 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.2

The purpose of the current study was two-fold. It was to measure the receptive and productive vocabulary size of Korean university students and to examine their English writing ability in relation to their productive vocabulary size. Ninety seven Korean EFL students at a university located in Seoul participated in the current study. Their vocabulary sizes were measured by the Receptive Vocabulary Size Test (RVST), an adapted version of Vocabulary Size Test (VST) (Nation & Beglar, 2007) and the Productive Vocabulary Size Test (PVST) developed by Shin, Chon, and Kim (2011). The students’ essays were then assessed using the ESL Composition Profile (Jacobs, Hartfiel, Hughey, & Wormuth, 1981). The estimates of receptive and productive vocabulary sizes of the students were 7,906 and 5,436 word families respectively, and the overall ratio of the productive vocabulary size to the receptive vocabulary size was .68, which indicated that the students were able to use 68.76% of the vocabulary that they could comprehend. In addition, the result of a multivariate analysis of variance (MANOVA) revealed that the students’ productive vocabulary size had a significant effect on the four aspects of their writings: content, language use, vocabulary, and mechanics.

Korean EFL University Students' English Vocabulary Size and Their Writing Proficiency

Shinwoong Lee 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.2

The purpose of the current study was two-fold. It was to measure the receptive and productive vocabulary size of Korean university students and to examine their English writing ability in relation to their productive vocabulary size. Ninety seven Korean EFL students at a university located in Seoul participated in the current study. Their vocabulary sizes were measured by the Receptive Vocabulary Size Test (RVST), an adapted version of Vocabulary Size Test (VST) (Nation & Beglar, 2007) and the Productive Vocabulary Size Test (PVST) developed by Shin, Chon, and Kim (2011). The students' essays were then assessed using the ESL Composition Profile (Jacobs, Hartfiel, Hughey, & Wormuth, 1981). The estimates of receptive and productive vocabulary sizes of the students were 7,906 and 5,436 word families respectively, and the overall ratio of the productive vocabulary size to the receptive vocabulary size was. 68, which indicated that the students were able to use 68.76% of the vocabulary that they could comprehend. In addition, the result of a multivariate analysis of variance (MANOVA) revealed that the students' productive vocabulary size had a significant effect on the four aspects of their writings: content, language use, vocabulary, and mechanics.

English Vocabulary Size of Korean University Students

이신웅 한국응용언어학회 2006 응용 언어학 Vol.22 No.1

The purpose of the study is to measure the receptive English vocabulary size of Korean university students and to see if there is any difference in the size according to gender and year in college. Four hundred and sixty six students in two Korean universities participated in the study and their receptive vocabulary size was measured by an expanded and revised version of Vocabulary Levels Test (Schmitt, 2000; Schmitt et al., 2001). The results showed that the students' receptive vocabulary size in general was over 3,000 word families, which is the threshold level necessary for reading authentic texts in English. It was also found that there was a significant difference in the vocabulary size according to year in college, but no gender effect on vocabulary size. On the basis of results, it is suggested that Korean university students need to expand and deepen their vocabulary knowledge through an extensive reading of diverse authentic texts and other vocabulary-learning activities during the college years. It is also suggested that the teachers need to incorporate vocabulary learning strategy training in their instruction so that students can expand their vocabulary size effectively on their own.

유아기 어휘력과 관련된 개인적, 환경적 특성 고찰: 국내 학술지 발표논문을 중심으로

박성민 ( Park Sungmin ),임정하 ( Lim Jungha ) 한국유아교육학회 2022 유아교육연구 Vol.42 No.1

본 연구는 유아기의 어휘력에 관한 국내 학술지 발표연구의 경향을 파악하고, 분석대상 논문을 바탕으로 유아기 어휘력과 관련된 개인적, 환경적 특성을 고찰하기 위해 수행되었다. 이를 위해 국내에서 발표된 유아기 어휘력에 관한 논문 총 81편을 분석대상으로 선정하였다. 논문의 발표현황, 연구유형, 연구대상, 어휘력 변인 유형, 측정도구, 어휘력과 함께 분석된 변인들을 파악하고, 그 내용을 개인적 특성과 환경적 특성으로 구분하여 정리하였다. 유아기 어휘력에 대한 연구는 2010년대에 가장 많이 수행되었으며, 주로 횡단적 접근법을 활용한 경험적 연구가 많았다. 유아의 어휘력은 일대일 개별 면접 방식으로 평가된 경우가 많았으며, 어휘력 변인은 주로 종속변인으로 지정된 것으로 나타났다. 유아기 어휘력과 관련된 개인적 특성으로는 인지발달 영역의 변인이, 환경적 특성으로는 교육기관 특성 중 활동 및 프로그램 변인과 가족 특성 중 부모 변인이 주로 다루어졌다. 이러한 결과를 바탕으로 유아기 어휘력에 대한 추후 연구의 방향 및 시사점을 제안하였다. The study aims to provide a comprehensive review on vocabulary size during early childhood in South Korea. First, a systematic review of methods and findings from studies on vocabulary size was conducted. Second, personal and environmental factors relevant to vocabulary size were extracted from published articles. A total of 81 studies met the inclusion criteria and were analyzed regarding the year of publication, research design, participants, instruments, type of variable, and relevant factors in the developmental domain. Results indicated that the articles on vocabulary size of early childhood have been most frequently published in the 2010s. A structured interview method was most commonly used to assess the child vocabulary size. Vocabulary size was used mainly as a dependent variable in the cross-sectional approach. Findings also demonstrated that personal characteristics linked to vocabulary size were primarily cognitive factors including reading skill, memory, intelligence, theory of mind, etc. Environmental factors linked to vocabulary size were mainly preschool activity and programs. Future directions on studies of vocabulary size during early childhood are discussed.

한국 고등학생들의 영어 어휘지식과 독해 및 듣기 이해와의 관계

장하라,김지영 중앙대학교 외국학연구소 2020 외국학연구 Vol.- No.54

This study aimed to investigate the relationship between size and depth of vocabulary knowledge and reading and listening comprehension of high school students learning English in Korea. One hundred twenty-four high school students who participated in this study were given two vocabulary knowledge test; a vocabulary levels test and a word associate tests The score of students' mock examinations was used for reading comprehension and listening comprehension ability. Results showed that a significantly high correlation occurred between the size and depth of vocabulary knowledge and reading comprehension scores, and the depth had a higher correlation than the size. As for listening comprehension, the size and depth significantly correlated with the listening comprehension score, but the vocabulary knowledge size had a higher correlation with listening comprehension than knowledge depth. Regression analysis results indicated that vocabulary size and depth had a significant predictive power of reading comprehension. The regression analysis of listening comprehension showed that the depth knowledge had more predictive power than the size. Regression results showed the depth knowledge had a higher predictive power on high-level reading groups than the vocabulary size. As for the low-level reading group, on the contrary, vocabulary knowledge size had higher predictive power than the depth. There were no significant regression results of vocabulary knowledge and listening comprehension. It has been suggested that learning the depth of vocabulary knowledge is needed to have a better reading and listening comprehension ability.

The Relationship between Vocabulary Learning Strategies and Vocabulary Size with Korean EFL College Students

조영아,안수영 21세기영어영문학회 2016 영어영문학21 Vol.29 No.4

This study explores the relationship between vocabulary learning strategies and vocabulary size with Korean college students. One-hundred thirty-three participants were assigned to high- and low-level groups, depending on their scores on a vocabulary-size test. For the study, three questionnaires were employed: a background questionnaire, a vocabulary-size test, and a vocabulary learning strategies questionnaire. The results of the study show that there were significant differences between the two groups in all categories of vocabulary learning strategies, including determinative, social, memory, cognitive, and metacognitive strategies. In addition, a positive correlation was found between vocabulary learning strategies and vocabulary size, which suggests a prominent relationship between metacognitive strategies and vocabulary-size test scores. Based on the outcomes, pedagogical implications suggesting ways language instructors can employ these results in their L2 classrooms are made.

영상에서 인물 샷(Shot)의 구성에 따른 시청자의 감성어휘 선호도 연구 -샷의 크기와 배치를 중심으로-

김주철 ( Kim Joo-chul ),김종무 ( Kim Jong-moo ) 커뮤니케이션디자인학회(구 시각디자인학회) 2021 커뮤니케이션 디자인학연구 Vol.75 No.-

본 연구는 영상에서 인물 샷(Shot)의 구성에 따른 시청자의 감성어휘 선호도에 미치는 영향을 분석한 연구로 영상의 인물 샷 크기와 배치순서의 차이를 조합한 4종류의 영상을 제작하고 인물 샷 크기와 관련된 5쌍의 감성어휘에 대한 감성어휘 선호도를 측정하였다. 연구를 위해 2020년 10월23일부터 10월30일까지 8일간 온라인 설문을 실시하고 총 280명을 최종 분석에 사용하였다. 분석결과 첫째, 동적인-정적인 선호도에서 첫 번째 샷으로 Full Shot과 두 번째 샷으로는 Close-up Shot의 배치가 가장 동적인 감성어휘 선호도를 보였다. 둘째, 복잡한-단순한 감성어휘 선호도에서 첫 번째 샷으로 Full Shot과 두 번째 샷으로는 Close-up Shot의 배치가 가장 복잡한 감성어휘 선호도를 보였다. 셋째 긍정적-부정적 감성어휘 선호도에서 첫 번째 샷으로 Full Shot과 두 번째 샷으로는 Close-up Shot의 배치가 가장 부정적 감성어휘 선호도를 보였다. 넷째, 편안한-불편한 감성어휘 선호도에서 첫 번째 샷으로 Full Shot과 두 번째 샷으로는 Close-up Shot의 배치가 가장 불편한 감성어휘 선호도를 보였다. 마지막으로 가벼운-무거운 감성어휘 선호도에서 첫 번째 샷으로 Full Shot과 두 번째 샷으로는 Close-up Shot의 배치가 가장 무거운 감성어휘 선호도를 보였다. 이를 종합하면 감성어휘 선호도는 앞에 배치된 샷보다 뒤에 배치된 샷 크기의 영향을 받았고, 두 번째 배치된 Close-up Shot은 동적인, 복잡한, 부정적, 불편한, 무거운 감성어휘 선호도를 보이며, 두 번째 배치된 knee Shot은 정적인, 단순한, 긍정적, 편안한, 가벼운 감성어휘 선호도를 보였다. 이번 연구 결과가 추후 영상에서 인물 샷의 구성에 따른 시청자의 감성어휘 선호도를 이해하는데 도움을 제공하는 기초자료로 사용되었으면 한다. Designed to analyze the influence on viewer’s preference of sensibility vocabulary depending on composition of portrait shot in image, this study produced 4 kinds of video which combined the difference in size & placement order of portrait shot in image and measured preference of 5 pairs of sensibility vocabulary related to person shot size. For study, online question was implemented and 280 persons were used for final analysis for 8 days from October 23 to 30, 2020. The outcome of analysis is as follows. First, with respect to dynamic-static preference, the most dynamic preference of sensibility vocabulary was shown by Full Shot as the 1st shot and placement of Close-up Shot as the 2nd shot. Second, with respect to complex - simple preference of sensibility vocabulary, the most complex preference of sensibility vocabulary was shown by Full Shot as the 1st shot and placement of Close-up Shot as 2nd shot. Third, with respect to affirmative-negative sensibility vocabulary preference, the most negative sensibility vocabulary preference was shown by Full Shot as the 1st shot and placement of Close-up Shot as the 2nd shot. Fourth, with respect to convenient-inconvenient sensibility vocabulary preference, the most inconvenient sensibility vocabulary preference was shown by Full Shot as the 1st shot and placement of Close-up Shot as the 2nd shot. Finally, with respect to light-heavy sensibility vocabulary preference, the heaviest sensibility vocabulary preference was shown by Full Shot as the 1st shot and placement of Close-up Shot as the 2nd shot. Generalizing them, sensibility vocabulary preference was not influenced by shot placed at the front, but by size of shot placed at the back. The Close-up Shot placed in the 2nd order showed dynamic, complex, negative, inconvenient and heavy sensibility vocabulary preference and the knee Shot placed in the 2nd order showed static, simple, affirmative, convenient and light sensibility vocabulary preference. I wish that the result of this study be used as basic data which helps understanding viewer’s sensibility vocabulary preference depending on composition of portrait shot in the forthcoming image.

광역지자체 도로교통문화지수 평가 기준 방안 연구

조용빈,김진태 한국도로학회 2022 한국도로학회 학술대회 발표논문 초록집 Vol.2022 No.03

한국 대학생의 영어 읽기 관련 어휘학습전략에 대한 연구

양재석 ( Yang Jaeseok ) 한국현대언어학회 2017 언어연구 Vol.33 No.1

This study investigated the underlying patterns of reading related vocabulary learning strategies and their relationship to vocabulary size. Based on data, from 344 college-level EFL students, which reported the reading-related vocabulary learning strategies in relatin to the students curent vocabulary size, the findings highlighted six types of strategies. These strategies were explained in relatin to the findings and theoretical aspects of previous research. Of these strategies, word noticing is the most frequently used strategy, followed by guessing strategy, extended strategy, confirmation strategy, form and meaning-related strategy, and memory strategy. The use of reading related vocabulary learning strategies in relation to the vocabulary size, showed that participants with bigger vocabulary size tended to use strategies more frequently than those with smaller vocabulary size. The findings showed three strategies (form & meaning, guessing, and word noticing strategies) have the greatest ability to predict vocabulary size. (Daegu National University of Education)

한국 대학생의 영어 읽기 관련 어휘학습전략에 대한 연구

양재석 한국현대언어학회 2017 언어연구 Vol.33 No.1

This study investigated 344 college-level EFL students’ use of vocabulary learning strategies in L2 reading and explored the underlying patterns of the strategy items and their relationship with vocabulary size. Based on the data from reading-related vocabulary learning strategy instrument, the findings suggested six types of VLS related to reading and those strategies were explained on the basis of the findings and theoretical aspects from previous research. Of those strategies, word noticing is the most frequently used strategy, following guessing strategy, extended strategy, confirmation strategy, form & meaning-related strategy, and memory strategy. The use of reading related vocabulary learning strategies depending on the vocabulary size showed that the participants with higher level of vocabulary size tended to use all strategies more frequently except for memory strategy. The findings regarding the predictability of vocabulary learning strategies to the vocabulary size showed three strategies including form & meaning, guessing, word noticing strategies have the most ability to predict vocabulary size.