한국 EFL 고등학교 학습자들의 '형용사+명사', '동사+명사' 연어 지식에 관한 연구

Abstract

본 연구는 제 2 언어로 영어를 습득하는 우리나라 고등학교 2학년 학습자의 연어 능력 및 오류 양상을 파악하여, 연어 지도의 필요성에 대한 인식을 높이고, 우리나라 영어 학습자들의 어휘력 향상을 위한 방안을 모색해 보고자 한다. 이와 관련하여 본 연구의 연구 문제는 첫째, congruency에 따른 학습자들의 연어지식, 둘째, 형용사+명사, 동사+명사 연어에서 congruency에 따른 학습자들의 연어지식, 셋째, 학습자의 연어 사용 및 오류 양상, 넷째, 영어 학습 동기와 연어지식과의 관련성으로 설정하였다. 위의 연구문제를 검증하기 위하여 전라북도 소재의 인문계 고등학교 2학년 남학생 130명을 대상으로, 정규 수업시간의 일부를 할애하여 학습자의 영어 학습 동기 설문지, 영어 학습 배경 설문지, 연어 능력 평가 문항지를 실시하였다. 실험에 참여한 고등학교 2학년 집단은 2015년 3월에 시행된 학력평가의 결과에 따라 KES1, KES2, KES3으로 분류되었다. 연구의 주요 결과는 다음과 같다. 첫째, 학습자들의 congruency에 따른 연어의 평균 정답률을 비교한 결과, congruent 연어보다 incongruent 연어의 평균 점수가 더 낮았다. 학습자들이 모국어와 차이가 있는 incongruent 연어를 더 어려워하는 것을 알 수 있었다. 학습자의 영어 성취도에 따라 분류하여 분석한 결과에서도 상, 중, 하 학생들 모두 incongruent 연어에서 더 낮은 평균을 보이는 것을 확인할 수 있었다. 둘째, 형용사+명사, 동사+명사 연어로 나누어 살펴본 학습자들의 연어지식에서는 학습자들이 형용사+명사 연어를 더 어려워하는 것을 확인할 수 있었다. 형용사+명사, 동사+명사 연어를 다시 congruency로 나누어 살펴본 결과에서는 동사+명사 연어 유형에서 incongruent 연어보다 congruent 연어의 평균 점수가 더 낮았다. 이를 통해 유의어 사용 또한 학습자들의 연어학습을 어렵게 하는 요인이라는 것을 확인할 수 있었다. 셋째, 학습자들의 연어사용에서 모국어 간섭으로 인한 오류와 유의어의 잘못된 사용으로 인한 오류를 확인할 수 있었다. 또한 이러한 오류들이 상위 학습자들에게서도 나타나는 것을 확인할 수 있었다. 넷째, 학습자들의 내적 동기와 문맥을 통한 어휘 학습이 연어지식에 긍정적인 영향을 주었다는 것을 알 수 있었다. 반면에 어휘의 한글 의미만을 암기하며 학습하였을 때는 연어지식과 유의한 관계를 나타내지 않았다. 이상의 결과는 외국어 학습 과정에서 연어학습의 중요성을 시사하고 있다. 연어에 대한 인식이 부족하면 학습자의 어휘력 및 쓰기 능력 향상에 부정적인 영향을 미침으로써, 학습자들이 언어에 대한 이해력 및 표현력이 부족할 수 있다. 또한 정확하고 유창한 의사소통능력을 기르기 위해서는 연어학습이 필요하다. 이에 교사는 개별 단어 중심의 어휘 지도를 지양하고 연어 능력을 확장시켜 학습자들이 보다 정확하고 자연스러운 언어를 사용 할 수 있도록 지도해야 할 뿐 아니라, 연어를 적극적으로 활용하여 자신감을 가지고 의사소통 할 수 있도록 안내할 수 있어야 한다. |The purpose of this study is to figure out the significance of collocational knowledge and the necessity of the collocation-based vocabulary instruction by investigating the EFL Korean high school students’ knowledge of collocation and collocational errors. This study raised four essential research questions: First, is there any significant difference in students’ knowledge of collocation according to congruency? Second, is there a strong relationship between the students’ knowledge of collocations for collocation congruency and different combinatory parts of speech (i.e., adjective-noun, verb-noun)? Third, what are the students’ features of the use of English collocations and collocational errors? Fourth, does English learning motivation have an effect on students’ knowledge of collocation? In order to address the questions above, English learning motivation questionnaire, English learning background questionnaire, and English collocational test were administered to one hundred and thirty-three second-year students of B high school in Jeonbuk. The participants were classified into three groups according to their academic achievements: KES1, KES2, and KES3. The results of this study are as follows: First, the comparison of the mean accuracy rate according to congruency indicated that incongruent collocation was more difficult to the learners. It was also found that there were considerably high correlations between the students’ English proficiency and their knowledge of collocations for collocation congruency. Based on the results, the higher the students’ English proficiency was, the more the students recognized the collocation. Second, the students have more problems with adjective-noun collocation than verb-noun collocation. The analysis of congruency found that the mean congruent accuracy rate was lower than the incongruent rate in verb-noun collocation. This suggests that the synonymous collocates might be the source of difficulty for L2 learners. Third, the qualitative analysis of the learners' answers and the interview data showed that most of the collocation errors were caused by L1 transfer or substituting the synonyms of collocates. The results indicated that these errors had a negative effect on students’ collocation competence. Fourth, English learning motivation and the language learning through context was effective in enhancing the students’ knowledge of collocation. Whereas, the method of memorizing the English-Korean meaning has no significant difference. These findings indicate the importance of collocation in the field of vocabulary learning. The lack of collocational knowledge can inhibit the improvement of learners’ vocabulary knowledge and writing ability. This also can make language comprehension and linguistic production more difficult. The collocation-based vocabulary instruction is necessary to enhance the accurate and fluent communicative competence. Besides, it would have a more positive influence on learners’ confidence in communication with the production of native-like. Thus, teachers should avoid the vocabulary instruction in isolation and encourage students to use collocation language.; The purpose of this study is to figure out the significance of collocational knowledge and the necessity of the collocation-based vocabulary instruction by investigating the EFL Korean high school students’ knowledge of collocation and collocational errors. This study raised four essential research questions: First, is there any significant difference in students’ knowledge of collocation according to congruency? Second, is there a strong relationship between the students’ knowledge of collocations for collocation congruency and different combinatory parts of speech (i.e., adjective-noun, verb-noun)? Third, what are the students’ features of the use of English collocations and collocational errors? Fourth, does English learning motivation have an effect on students’ knowledge of collocation? In order to address the questions above, English learning motivation questionnaire, English learning background questionnaire, and English collocational test were administered to one hundred and thirty-three second-year students of B high school in Jeonbuk. The participants were classified into three groups according to their academic achievements: KES1, KES2, and KES3. The results of this study are as follows: First, the comparison of the mean accuracy rate according to congruency indicated that incongruent collocation was more difficult to the learners. It was also found that there were considerably high correlations between the students’ English proficiency and their knowledge of collocations for collocation congruency. Based on the results, the higher the students’ English proficiency was, the more the students recognized the collocation. Second, the students have more problems with adjective-noun collocation than verb-noun collocation. The analysis of congruency found that the mean congruent accuracy rate was lower than the incongruent rate in verb-noun collocation. This suggests that the synonymous collocates might be the source of difficulty for L2 learners. Third, the qualitative analysis of the learners' answers and the interview data showed that most of the collocation errors were caused by L1 transfer or substituting the synonyms of collocates. The results indicated that these errors had a negative effect on students’ collocation competence. Fourth, English learning motivation and the language learning through context was effective in enhancing the students’ knowledge of collocation. Whereas, the method of memorizing the English-Korean meaning has no significant difference. These findings indicate the importance of collocation in the field of vocabulary learning. The lack of collocational knowledge can inhibit the improvement of learners’ vocabulary knowledge and writing ability. This also can make language comprehension and linguistic production more difficult. The collocation-based vocabulary instruction is necessary to enhance the accurate and fluent communicative competence. Besides, it would have a more positive influence on learners’ confidence in communication with the production of native-like. Thus, teachers should avoid the vocabulary instruction in isolation and encourage students to use collocation language.