L2 성인의 콜로케이션 지식 향상을 위한 음악의 효과 (Adult L2 Leaner’s Effectiveness on Collocational Knowledge through Music Approach)

서지정보

· 발행기관 : 21세기영어영문학회
· 수록지 정보 : 영어영문학21 / 32권 / 3호 / 157 ~ 181페이지
· 저자명 : 이연준

초록

The purpose of this paper is to investigate the co-relationship between L2 adult learners and music. In this study, three songs were used: Coward of the County, Lucille, and The Gambler sung by Kenny Rogers. The participants were five graduate students majoring English education in a Korean university, and their English language proficiency was high intermediate with advance reading and grammar knowledge. Participants were asked to memorize the lyrics of the three songs and to respond to a question about the difficulty of the memorization. All the participants responded negatively; that is, they found the songs problematic to memorize. They were then asked to highlight both familiar and unfamiliar expressions. The collected data was analyzed in terms of lexical collocation (LC) and grammatical collocation (GC). The results showed that the participants were unfamiliar with about half of the LC and most likely lead to causing issues memorizing the lyrics. However, the participants had fewer problems with GC due to their prior knowledge of GC. It was learned that the participants had never been trained to develop awareness of collocation. If the participants had learned vocabulary in a specified context, they would have learnt the relevant collocations. Western music can provide this context because it is story based and consequently learners would maintain interest in the music and learn the collocations more readily.

영어초록

The purpose of this paper is to investigate the co-relationship between L2 adult learners and music. In this study, three songs were used: Coward of the County, Lucille, and The Gambler sung by Kenny Rogers. The participants were five graduate students majoring English education in a Korean university, and their English language proficiency was high intermediate with advance reading and grammar knowledge. Participants were asked to memorize the lyrics of the three songs and to respond to a question about the difficulty of the memorization. All the participants responded negatively; that is, they found the songs problematic to memorize. They were then asked to highlight both familiar and unfamiliar expressions. The collected data was analyzed in terms of lexical collocation (LC) and grammatical collocation (GC). The results showed that the participants were unfamiliar with about half of the LC and most likely lead to causing issues memorizing the lyrics. However, the participants had fewer problems with GC due to their prior knowledge of GC. It was learned that the participants had never been trained to develop awareness of collocation. If the participants had learned vocabulary in a specified context, they would have learnt the relevant collocations. Western music can provide this context because it is story based and consequently learners would maintain interest in the music and learn the collocations more readily.

참고자료

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