Abstract
The purpose of this study is to examine the effect of integrated and isolated form-focused instruction on the learning and retention of Korean academic vocabulary. To this end, 34 foreign students were given integrated and isolated form-focused instruction, and a pre-test, an immediate post-test, and a delayed post-test were conducted together. As a result, both integrated and isolated form-focused instruction had a positive effect on the learning and retention of the target academic vocabulary, but only the isolated form-focused instruction showed a statistically significant difference. With this study as an opportunity, it is hoped that follow-up studies from various perspectives, such as learner proficiency and vocabulary types, will be continued to provide effective vocabulary teaching and learning method
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