L2어휘학습 요인에 관한 구조적 관계 모형

지문건 ( Moon Gun Ji ) 21세기영어영문학회 2015 영어영문학21 Vol.28 No.4

The purpose of the current research was to investigate the potential elements impacting on second language (L2) vocabulary proficiency and their cause-and-effect relationship to L2 vocabulary knowledge with data from 300 participants from 4th-grade to 6th-grade in an Korean EFL context. The tools of the current study are L2 productive/receptive vocabulary tasks and questionnaire survey on L2 vocabulary acquisition strategies. The vocabulary test consisted of synonyms, antonyms, and analogies and the questionnaire was composed of 24 items. First, a factor analysis confirmed four factors: L2 vocabulary learning strategy, extra-curricular learning, first language (L1) proficiency, and parents’ interest. Regression analysis identified the importance of L2 vocabulary learning strategy and extra-curricular learning to L2 vocabulary knowledge. On the basis of SEM, L2 vocabulary learning strategy and extra-curricular contributed a significant amount of unique variance to L2 vocabulary proficiency. These findings are consistent with the depth of processing hypothesis that L2 vocabulary learning strategy plays an important role in progressing L2 vocabulary achievement (Craik, & Lockhart, 1972).

L2어휘습득 요인에 관한 구조 관계 분석: 횡단적 연구

지문건 ( Ji Moon-gun ) 글로벌영어교육학회(구 호남영어교육학회) 2018 Studies in English education Vol.23 No.1

This study investigates the structural relationships of variables impacting the English vocabulary proficiency of 202 elementary school, 197 middle school, and 210 high school Korean learners. English vocabulary tasks and a questionnaire on vocabulary learning strategy were conducted. Vocabulary learning strategy consisted of determination, social, metacognitive, cognitive, and memorization strategies. Results of regression showed that determination and memorization strategies play an important role in English vocabulary ability in elementary learners; memorization strategy predicts a significant amount of unique variance for English vocabulary proficiency in middle school learners; and metacognitive and memorization strategies contribute a significant amount of unique variance to English vocabulary proficiency in high school learners. Findings of structural equation modeling indicated that determination strategy is a direct component in elementary learners, memorization strategy is a direct endogenous variable in elementary and middle school learners, and metacognitive strategy directly influences high school learners English vocabulary achievement.

한국어 능동적ㆍ수동적 어휘습득에 관한 구조방정식 모형

지문건 ( Ji Moon-gun ) 이중언어학회 2017 이중언어학 Vol.69 No.-

The purpose of the current study was to explore the explanatory components impacting on Korean vocabulary proficiency and their cause-and-effect relationship to Korean vocabulary learning strategy. Twenty-five undergraduate students, eighty-six graduate students, and six language trainees were tested in three kind of the materials: (1) a questionnaire on Korean vocabulary learning strategy, (2) Korean vocabulary task and (3) Korean word recognition test. Results found that word recognition explained a significant amount of unique variance for Korean vocabulary proficiency. The present study verified another finding that the effect of word recognition on Korean vocabulary proficiency was the direct component as well as cognitive/social vocabulary learning strategies were the indirect variables based on the structural equation modeling(SEM). These findings lend support to incidental vocabulary learning hypothesis, which means that learners acquire vocabulary proficiency through various reading experiences. (Chonnam National University)

L2 읽기능력의 요인들과 L2 읽기능력과의 구조적 관계

백승현 ( Seung Hyun Baek ),지문건 ( Moon Gun Ji ) 21세기영어영문학회 2016 영어영문학21 Vol.29 No.2

The empirical research was examined for a sample of 129 4th graders in an EFL environment in order to explore the fundamental elements impacting on second language (L2) reading comprehension and their structural relationship to L2 reading comprehension. The materials used for the current study were (1) a questionnaire on L2 reading comprehension, (2) L2 productive/receptive vocabulary test and (3) L2 reading comprehension test, adopted from Woodcock-Johnson Ⅲ Diagnostic Reading Battery (Woodcock, Mather, and Schrank 2004). First, four factors on L2 reading comprehension were unveiled: L2 reading comprehension learning strategy, first language (L1) proficiency, parents’ interest on their children``s English learning, and extra-curricular activities. Those factors are strongly associated with L2 vocabulary and L2 reading comprehension. Second, L2 productive/receptive vocabulary were significant indicators of successful L2 reading comprehension. Finally, L2 vocabulary knowledge contributed a significant amount of unique variance to L2 reading comprehension based on the structural equation modeling (SEM). These findings are steadily aligned with the Lexical Quality Hypothesis in which L2 vocabulary knowledge is assumed to be a critical determinant of L2 reading comprehension (LQH: Perfetti & Hart, 2001).

L2 능동적,수동적 어휘습득요인에 관한 구조방정식 모형

백승현 ( Seung Hyun Baek ),지문건 ( Moon Gun Ji ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.3

The purpose of the present study was to identify the potential components influencing second language (L2) vocabulary acquisition and their structural process to L2 vocabulary knowledge. For the current study, 129 4th-grade students in an EFL context were invited, and they were assessed in productive/receptive vocabulary tasks and responded to questionnaire survey on L2 vocabulary acquisition strategies. The vocabulary test consisted of synonyms, antonyms, and analogies adopted from Woodcock-Johnson Ⅲ Diagnostic Reading Battery (Woodcock, Mather, and Schrank 2004) and the questionnaire was composed of 24 items concerning L2 vocabulary learning strategies. According to factor analysis, four factors of L2 vocabulary acquisition were found: vocabulary learning strategy, extra-curricular activities, parents` interest on their children`s English learning, and first language (L1) proficiency. Regression analysis unveiled that L2 vocabulary learning strategy and extra-curricular activities were significant indicators of L2 vocabulary knowledge. In addition, based on structural equation modeling (SEM), L2 vocabulary learning strategy made a significant direct effect on L2 vocabulary performance. These findings suggest that L2 vocabulary learning strategy plays a critical role in progressing L2 vocabulary achievement, as proposed in Involvement Load Hypothesis (ILH: Laufer and Hulstijn 2001) as well as extra-curricular activities positively impact on L2 vocabulary improvement. Moreover not only L1 vocabulary knowledge but also parents` interest in their children`s English learning cannot be excluded for successful L2 vocabulary acquisition.

L2 어휘 습득의 요인들과 L2 어휘 능력과의 구조적 관계

백승현 ( Seung Hyun Baek ),지문건 ( Moon Gun Ji ) 글로벌영어교육학회(구 호남영어교육학회) 2011 Studies in English education Vol.16 No.2

The purpose of the current study was to investigate the potential factors which impact on second language (L2) vocabulary acquisition and its relationship to L2 vocabulary ability. This study invited 171 elementary students in Grades 3 to 6 and they were assessed by vocabulary matching task and questionnaire survey on L2 vocabulary learning. The vocabulary test was composed of nouns, verbs, and adjectives adapted from elementary English textbooks based on 7th education curriculum and the questionnaire comprises 28 items. The results indicated that there were the five factors of L2 vocabulary learning: vocabulary learning attitude, vocabulary learning strategy, vocabulary exposure, first language (L1) proficiency, and parents` interest on their children`s assignments. Secondly, according to regression analysis, L2 vocabulary learning attitude and L1 proficiency were strong predictors of L2 vocabulary acquisition. Furthermore, as a result of structural equation modeling, L2 vocabulary learning attitude significantly contributed to L2 vocabulary proficiency. The present findings suggest that L2 leaners` perception on the importance of L2 vocabulary as well as L1 vocabulary plays a crucial role in facilitating L2 vocabulary competence. Furthermore diverse L2 vocabulary learning strategies/exposure and parents` concerns on their children`s L2 learning are necessary conditions for successful L2 vocabulary achievement.