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While the literature extensively discusses the benefits of form-focused instructions for grammatical aspects, there has been limited research exploring the impact of formfocused tasks on second language vocabulary acquisition. Therefore, the aim of this study was to investigate the effects of meaning-focused and form-focused (both noncontrastive and contrastive) tasks on the vocabulary learning of low and intermediatelevel students in Korean college settings. The results revealed that the meaningfocused group demonstrated vocabulary learning gains only in the posttest, whereas both form-focused tasks resulted in significant improvement in both the posttest and delayed test. This suggests that students derived greater benefits from the formfocused tasks compared to the meaning-focused task in terms of L2 vocabulary learning. Additionally, the low proficiency group benefitted more from the noncontrastive form-focused task, while the intermediate group benefitted more from the contrastive form-focused task. The study will delve into the theoretical implications and discuss the pedagogical implications arising from these findings.

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기사명 저자명 페이지 원문 목차
입력 빈도 분포의 다양한 유형이 초등 영어 학습자의 구문 학습에 미치는 영향 = Different types of input frequency distribution : their effects on construction learning by elementary English learners in Korea 성민주, 이상기 p. 658-681
(A) study of meaning-focused and form-focused tasks on L2 vocabulary acquisition of low and intermediate levels Dongho Kang p. 682-695

Technology-enhanced suggestions for customizing CLIL materials : with the topic of virtual humans 문현영, 권은영, 우경민 p. 696-712
Against anti-locality in A’-movement Kim, Yeon-Seung p. 713-731
Focus and binding Kwang-sup Kim p. 732-740
ChatGPT와 Google Bard를 활용한 Critical-PBLL 중심 대학영어 개발과 적용 = Towards a critical-PBLL utilizing ChatGPT and Google Bard within college English education 김미경 p. 741-767
Progressive achievements in English Jungmee Lee p. 768-784

참고문헌 (49건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
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20 Kang, D. 2020. The effects of task-induced involvement on L2 academic word acquisition in Korea. Korean Journal of English Language and Linguistics 20, 141-156 미소장
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22 Kang, D. and T. Pae. 2005. The immediate vs. delayed (memory) effects of focus-on-form on grammatical competence in context of CMC. English Language Teaching 17(3), 1-21. 미소장
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27 Laufer, B. and J. Hulstijn. 2001. Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics 22(1), 1-26. 미소장
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37 Shintani, N. (2013). The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning-level learners. TESOL Quarterly 47(1), 36-62. 미소장
38 Soleimani, H. and M. Rahmanian. 2015. Vocabulary acquisition and task effectiveness in involvement load hypothesis: A case in Iran. International Journal of Applied Linguistics and English Literature 4(5), 198-205. 미소장
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40 Swain, M. and S. Lapkin. 1995. Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics 16(3), 371-391. 미소장
41 VanPatten, B. and T. Cadierno. 1993. Input processing and second language acquisition: A role for instruction. Modern Language Journal 77(1), 45-57. 미소장
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44 Watanabe, Y. 1997. Input, intake and retention. Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition 19(3), 287-307. 미소장
45 Wolter, B. 2001. Comparing the L1 and L2 mental lexicon: A depth of individual word knowledge model. Studies in Second Language Acquisition 23(1), 41-69. 미소장
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48 Yanagisawa, A., S. Webb. and T. Uchihara. 2020. How do different forms of glossing contribute to L2 vocabulary learning from reading? A meta-regression analysis. Studies in Second Language Acquisition 42(2), 411-438. 미소장
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