Abstract
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)
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