어휘 과업이 EFL 학습자의 어휘 지식 향상에 미치는 영향

Abstract

The current study aims at exploring the effects of two vocabulary tasks (blank filling and summary writing) on the improvement of EFL learners’ English vocabulary knowledge. For this study, 87 college students were divided into intact three groups (blank filling, summary writing, and control groups). Their vocabulary knowledge was measured by three assessment tools (passive recall, sentence production, and active recall) in the pre- and post tests, and two delayed tests. The results of the study are as follows: 1) The two vocabulary task groups achieved significantly higher scores in the post-tests; 2) the two vocabulary task groups outperformed the control groups in the post-tests and two delayed tests measured by the passive recall and sentence production tools, which signifies the two vocabulary tasks exert positive influence on the participants’ vocabulary acquisition; and 3) there were some, but not clear, relations between vocabulary tasks and assessment tools to measure learners’ vocabulary knowledge. In-depth analysis on the findings and teaching implications are discussed.