과업 유형이 고등학교 영어 학습자의 동사 하위범주화 자질 학습에 미치는 영향

Abstract

Purpose: This study investigated the influence of task involvement levels on Korean high school students' learning of verb subcategorization knowledge. Based on the Task-induced involvement load hypothesis in vocabulary acquisition, we analyzed whether different tasks with varying levels of involvement affect the learning of sentence structures inevitably derived from verbs. Methods: Sixty homogeneous Korean second-year high school students were selected and were divided into three groups, for applying different types of tasks. We used nine verbs belonging to the “putting verb” category, and different levels of task involvement were presented to each group. Pre- and post-tests were conducted to assess the students' knowledge of verb subcategorization. Results: The results indicated that there was no statistically significant difference between task involvement levels and learning of verb subcategorization. Furthermore, a discrepancy was observed between the proficiency levels determined by the national English test and the knowledge of verb subcategorization. Conclusion: The distinction in task involvement did not significantly affect the learning of the subcategorization features of verbs. However, given the disparity between knowledge of verb subcategorization features and nationwide English proficiency assessment results, it is proposed that there is a need for English education to develop proficiency in verbal communication skills.