애니메이션 영화를 활용한 영어어휘 학습이 중학교 수준별 학습자에게 미치는 영향

Abstract

This study aims to investigate the effects of explicit and implicit vocabulary learning through animation movies on middle school English language learners. One-hundred learners in two different proficiency levels were divided into explicit and implicit vocabulary learning groups. Their outcome was measured in terms of productive/receptive vocabulary knowledge as well as contextualized/ non-contextualized vocabulary knowledge. The findings of the study indicate that although there was no significant differences between explicit and implicit vocabulary learning in both high and low level learners, learners in different proficiency levels showed differences according to different test types. Specifically, high level learners’ performance in productive vocabulary knowledge were significantly better than that of low level learners. Additionally, high level learners showed better performance in contextualized type of questions, implying that they have acquired the strategy of using context in using vocabulary.