초등영어 학습자의 질적 어휘지식의 평가: 단어연상시험을 사용하여 = The assessment of primary English Learners` qualitative vocabulary knowledge by word-association test

다국어 초록 (Multilingual Abstract)

This study aimed to assess the qualitative vocabulary knowledge of primary English learners by using word-association test. Since words are the basic building blocks of language, assessing the vocabulary knowledge is both necessary and straightforward. Specially assessing how well learners know specific words will reveal the process of vocabulary learning and some aspects of mental lexicon. Revised version of Read`s (2000) word-association test was used for assessing 20 target words and their associates. Responses were categorized into three types-paradigmatic, analytic, and syntagmatic relationships. The results are as follows. First, the words in paradigmatic relationships with stimulus words showed higher rate of correct response than the cases of analytic and syntagmatic relationships. Secondly, the differences between good performers and poor performers arise from the degrees of explicitness of word meaning. Lastly, the frequency of words in the textbook was not influential on the contrary to the literature. In addition, the students` responses were affected by several factors like pronunciation, orthography and semantic properties of stimulus words. Pedagogical considerations for the development of syntagmatic word knowledge were briefly mentioned.

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