영화를 활용한 명시적․암시적 어휘 학습 활동 유형이 어휘학습에 미치는 영향

Abstract

The purpose of this study is to investigate the effects of explicit and implicit vocabulary learning through movies on learners' vocabulary knowledge. One hundred seventeen university students participated in this study from different departments and years. They were divided into three groups: explicit and implicit vocabulary learning groups and one control group. Before the experiment was started, they took a level test for vocabulary test with Vocabulary Size test by Laufer & Nation (1999). The movie '500 Days of Summer (2009)' and 'The Intern (2015)' were shown to the participants and the subtitle was introduced in English. According to the Vocabulary Profile, the target vocabulary list was made with 24 words respectively from each movie. The target words range from K-3 to K-11 in British National Corpus. Two tests were used for evaluating learners' vocabulary competence; the meaning translation test for receptive vocabulary learning, and the sentence construction test for productive vocabulary learning. The participants were asked to take pre, post of vocabulary learning. The mean scores of the two tests were compared and SPSS 21 version was used for statistical analysis. The result of one-way analysis of variance showed that for the receptive vocabulary knowledge, the explicit and implicit groups both brought more gains in the post-test, but for the productive vocabulary knowledge, the implicit group only indicated more gains in the post-test with significant statistical result. Two-way analysis of variance was conducted to see whether the participants who have higher level of vocabulary proficiency were influenced by specific method between explicit and implicit vocabulary learning. Its result does not support any other studies that showed a significant difference by learners' proficiency. The Multivariate Analysis of Variance(MANOVA) was conducted to compare the two variances that were vocabulary level and the groups. The result showed that difference between 2 movies appeared. In the case of '500 Days of Summer', both levels improved their scores among three groups, but in the result of 'The Intern', it did not show any other pattern with meaningful statistical results. The findings of the present study supported Nation (2001)'s eclectic application of two ways of teaching vocabulary partially. Based on the results, the implication of the research findings and pedagogical discussions for future studies were provided. Firstly, narrowed selection of movies that are theme-based is recommended because when learners are exposed to the same vocabularies repeatedly they can have more chance to acquire them. Range Program for analyzing movie scripts might be used to gather vocabulary data. Second, more studies for designing specific approach according to the aspects of vocabulary knowledge are required.