대학수학능력시험을 위한 효과적인 영어 어휘 학습 책략

Abstract

This study investigated Korean third-year high school students’ vocabulary learning strategies using a survey, with a trial examination conducted in June 2011 for the College Scholastic Aptitude Test (CSAT). To look into using vocabulary learning strategies, three research questions were examined. First, which vocabulary learning strategy does the student use the most frequently? Second, are there any differences concerning the use of strategies between the upper and lower levels of the students? Third, are there any differences in scores by using strategies on six types of examination questions? One hundred and seventy high school students participated in this study in order to get the results from the three research questions. Their vocabulary learning strategies were measured by the Vocabulary Learning Strategy Survey adapted from Schmitt’s (1997). In addition, fourteen questions out of fifty in the examination were selected to investigate the difference between the upper and lower groups, and the relationship between six types of questions and using strategies. The collected data was analyzed through the statistical program SPSS and the main research results are as follows. Firstly, the most frequently used strategy was “bilingual and monolingual dictionary” followed by “study the spelling of a word”, “guess from textual context”, “affixes and roots (remembering)”, “written repetition”, and “verbal repetition”. Secondly, the relationship between the upper and lower levels of students was examined using vocabulary learning strategies. In general, the higher group used strategies more frequently than the lower group. Thirdly, the relationship between using strategies and six types of questions in the examination was investigated. Only the question type of “identify the mood” had a meaningful result, and the students who used social strategyⅡ in consolidation strategy got the highest score in this type of question. With those results, it was shown that there are effective vocabulary learning strategies for the CSAT. Teachers, therefore, should make an effort to encourage learners to use suitable strategies, develop better curriculum, and provide stimulating classroom environments for them.