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1、EDSL 617Teaching and Learning Second Language VocabularyProfessor: Dr. Thomas CobbStudent: Seong Man Park (260043746)Due Date: June 27, 2004.The Comparison of Korean Students Vocabulary Learning Strategies (Word Form Analysis, Guessing from the context, Bilingual Dictionary Use with written Repetiti
2、on)McGill UniversityTable of ContentsIntroduction3-5Word Form Analysis (Affixes and Word Roots)5-8Guessing the meaning of new words in the Context8-10Bilingual Dictionary Use (Pocket Electronic Dictionary)10-11Experiment12-17Conclusion17-18References19-20Appendix 1 (Test)21Appendix 2 (Word form anal
3、ysis)22-23Appendix 3 (Guessing)24-25Appendix 4 (Bilingual Dictionary)26IntroductionIt is obvious that vocabulary learning has been regarded as one of the most important parts in a second or foreign language acquisition. Along with the growth of interest in vocabulary acquisition, a lot of researches
4、 have been done in the field of second language acquisition in the last few decades (Schmitt, 1997). However, most researches have been done in the field of the instruction and learning of second language vocabulary without focusing on the vocabulary learning strategies (e.g., Schmitt, 1997; Park, 2
5、001). Even though there have been some researches in the area of vocabulary learning strategies, they could not attract any noticeable attention from the researchers due to the lack of comprehensive researches in this field (Schmitt, 1997). But most teachers and researchers agree with the fact that
6、vocabulary development should be the basis of acquiring good reading, speaking and listening skills in the field of second language learning. In order to enhance learners vocabulary knowledge, our attention should be focused on finding the most effective and necessary ways in the learners vocabulary
7、 development (Chin, 1999). With the above reasons, I am going to focus on finding and exploring the most effective strategies in learners second language learning through this paper. On the basis of the above notion, I am going to explore the Korean students three major learning strategies in their
8、English vocabulary learning through the comparison of these strategies using literature review and a small experiment. Actually English is not a second language in Korea. English is one of the major foreign languages. But the importance of English can not be neglected, because English is given a gre
9、at deal of weight on the university entrance examination and employment entrance examinations all over the country. With this reason, successful learning of English is an indispensable factor in Korea. And for the successful learning of English, English (henceforth English will be referred to L2) vo
10、cabulary knowledge should be a prerequisite factor. However, regardless of the importance of L2 vocabulary learning, very few researches related to L2 vocabulary learning have been done in Korea (Park, 2001). Through Schmitts article (1997) related to vocabulary learning strategies, I found out the
11、fact that there were lots of vocabulary learning strategies in the field of second language learning. But I think that different priorities should be given to those strategies depending on learners different learning situations. Korean learners of English normally can not access to enough resources
12、of English language because English is rarely spoken in Korea. With this reason, it is inevitable that Korean learners of English are placing their main reliance on strategies to overcome this weakness. Through an analysis of the surveys related to their strategy reliance, Park (2001) reveals that K
13、orean learners of English too much depended on learning strategies in their L2 vocabulary learning. All things considered, I came up with the following two questions.1. Which strategies are more effective than others for Korean learners of English?2. Which strategies should be taught in the Korean E
14、FL classrooms?Through this paper, I am going to try to explore the above questions through literature. And I am also planning to do a small experiment with six Korean students to test my findings, even though the result will not be statistically significant due to the small sample size. But I expect
15、 that the result will be able to show me some teaching implications for the Korean students effective development of L2 vocabulary. With regard to the strategies that I am going to compare, Chin (1999) mentions that word form analysis, guessing the meaning of new words from the context, and dictiona
16、ry use are traditional techniques which have been widely used and employed in L2 language classrooms. And these strategies are also commonly used in Korea. So I will do literature review about these three strategies to compare and do a small experiment using these strategies in this paper. Word Form Analysis (Affixe
