코퍼스 활용 어휘 학습 활동을 통한 고등학생의 귀납적 인지 학습 능력 발달과정 분석
On the Progressive Stages of the Development of Korean High School Students' Inductive Thinking Skills Using Paper-based Concordance Activities
- 주제(키워드) inductive thinking skills , cognitive , corpus , concordance , paper-based
- 발행기관 아주대학교
- 지도교수 맹은경
- 발행년도 2013
- 학위수여년월 2013. 8
- 학위명 석사
- 학과 및 전공 교육대학원 TESOL
- 실제URI http://www.dcollection.net/handler/ajou/000000014919
- 본문언어 영어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
This study was designed to investigate the process of improving the inductive thinking strategies of Korean high school students while using paper-based concordancing materials. The study was conducted over a two-month period with 40 male high school students at a boys’ high school located in Kyounggi Province, South Korea; the students were 3rd-year students 18 to 19 years old. According to their English scores on the 2012 National Assessment of Educational Achievement, participants were divided into 2 groups: 20 Proficient group students and 20 Intermediate group students. They completed concordance tasks three times. By using the Corpus of Contemporary American English (COCA), the researcher created three paper-based concordance tasks. Each participant’s report was analyzed qualitatively by adopting Chun’s (2011) descriptions on learners’ types of cognitive skills. Participants’ reports were also supplemented with other sources such as interviews and observation notes. The results showed that high school students were developing different cognitive skills over the course of the three tasks. However, the improvement rate of their inductive thinking skills differed depending on their language proficiency. Thus, a corpus-based approach might be used as a new method of teaching for improving the inductive thinking skills of high school students. However, students’ proficiency levels should be carefully considered when such an approach is used. The present study had some limitations. The number of tasks and the duration of the experiment may have not been sufficient to observe students’ cognitive skills improve, especially for the intermediate-level students. In addition, there was no survey to check the degree of participants’ satisfaction, difficulties and opinions. Lastly, it is not wise to generalize results from participants who were exposed to only one type of paper-based material. Further research will need different types of concordance tasks with which these results may be compared.
more목차
Chapter 1 Introduction 1
Chapter 2 Literature Review
2.1 The benefits of corpus-based learning
2.2 The benefits of data driven learning
2.3 Inductive and deductive concordance activities
2.4 Learner as language researcher
Chapter 3 Method
3.1 Participants
3.2 Material
3.2.1 Paper-based DDL material
3.2.2 Concordance resources
3.3 Procedure
3.3.1 Data collection
3.3.2 Data analysis
Chapter 4 Results
4.1 Students' inductive language learning through concordance tasks
4.2 The process of students' inductive thinking skills use
4.3 Different rates of inductive thinking skills use between two groups
Chapter 5 Conclusion
5.1 The overall process of the study
5.2 Pedagogical implications
5.3 Limitations
References
Appendices
Appendix 1: Proficient group students’ cognitive skills use
Appendix 2: Intermediate group students’ cognitive skills use
Appendix 3: Concordance Task (worksheet)
