연어 평가문항의 유형이 연어지식의 평가결과에 미치는 영향 분석

신동광(Shin, Dongkwang) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.2

The present study investigated the effect of different types of collocation test items on students’ collocation knowledge. To this end, 70 sixth-grade Korean elementary school students took two different collocation tests—form recognition and meaning recognition—with a one-week interval between them. On each test paper, 40 collocations extracted from the first 2,000 collocations of the COCA_MWU20 were tested for 40 minutes. In addition, the effect of students’ vocabulary learning strategies on the size of their collocation knowledge, as collected from the two tests, was analyzed. The results are as follows: 1) the size of collocation knowledge on completing a collocation was 609 (estimated minimum size), and the meaning recognition knowledge was 1,493, which shows the two types of collocation knowledge are significantly different among learners; 2) the survey results showed that Korean learners’ vocabulary learning is highly dependent on private education and that they do not receive systematic education about collocations; 3) the method of learning single words by associating them with their collocations had a more positive effect on the results of the form recognition collocation test. Further, learners who tended to concentrate on every collocational expression during listening achieved relatively high scores in the form recognition test as well. Finally, some pedagogical implications and follow-up studies are suggested.

일본인 학습자 대상 의사소통 능력 신장을 위한 대조 분석적 연어 목록 연구 - [명사+이(가)/을(를)+동사]형 연어를 중심으로 -

오기노신사쿠 한국언어문화교육학회 2016 언어와 문화 Vol.12 No.2

This paper is aimed to categorize Korean collocations contrastive analytically and suggest a list of them for Japanese beginner’s learners in Japan. 310 nouns and 133 verbs in vocabulary references that published in Korea and Japan, is picked up to match about 450 vocabularies that is the elementary learners’ standard vocabulary level. After that, 1,075 collocations that consisted of the above nouns and verbs is selected, and 285 collocations that have different forms and meanings between Korean and Japanese, is picked up in them. And then, 285 collocations is classified into nine contrastive analytic groups. 195 collocations in group 1 to 3 have one difference in noun or postposition or verb. 30 collocations in group 4 to 6 have two differences, and 14 collocations in group 7 have three differences in them. 44 collocations in group 8 exist only in Korean. the collocations in group 1 to 7 is useful to improve accuracy, while the collocations in group 8 is helpful to improve fluency and diversity in communication skill.

연어 중심 어휘지도가 고등학생의 영어 독해력 향상에 미치는 영향

김낙복(Kim Nahk-Bohk) 한국영어어문교육학회 2007 영어어문교육 Vol.13 No.3

??Based on the consensus that vocabulary plays an essential role in improving reading ability, the present study investigates the effects of two different methods of English vocabulary instruction ?the traditional wordlist-based vocabulary instruction (G1) and the collocation-based vocabulary instruction (G2)?on improving English reading ability for high school learners. First, the results of the collocation test revealed that G1 and G2 groups attained similar mean scores on the pretests; however, G2 significantly outperformed G1 on the post-test administered at the end of the learning activity. The results proved that students who learned vocabulary in a collocation-oriented setting had better retention through the lexical-chunking achieved by the collection method. Second, in terms of reading comprehension achieved on nationwide academic trial tests, the result was, after considering more tests, that G2 gained a significantly higher mean score on the third and fourth than G1 did, although the two groups yielded a similar mean score on the first and second test. The implication of these results is that collocation-based vocabulary activities had a more significant influence on reading skills than wordlist-oriented ones.

중국인 초급 학습자를 위한 한국어 연어 교육 연구

진정정 ( Jing Jing Chen ) 연세대학교 언어연구교육원 한국어학당 2015 외국어로서의 한국어교육 Vol.42 No.-

I think that collocation should be introduced in the early stage of learning. Beginner level students have lack of ability to organize sentences because their vocabulary power is weak and their understanding of grammar is also poor. Teaching collocation as a lump, it will be relatively easy to organize sentences. In particular, there is need to emphasize on collocation education for the Chinese students who are good at memorizing since their early stage of education. The similarity between Korean and Chinese language is the existence of Chinese character in the vocabulary system of both languages, which is why it makes more difficult for Chinese students than English speaking learners. While teaching to the beginner level students, many such cases occur where collocation is not appropriate. This is because there is no list of collocation prepared for beginner level Chinese students. It will be very beneficial for the beginner level Chinese students and to the field of Korean teaching in China, If a list of collocation is selected, classified from Chinese grammar pattern and compared with Chinese expression and then the course is designed keeping target to make it easy to catch mistakes made by beginner level Chinese students. (Kyunghee University)

한국어 중·고급 학습자 대상 연어 목록 선정 연구 - 드라마 대본을 중심으로 -

박유경,이미혜 연세대학교 언어정보연구원 2022 언어사실과 관점 Vol.55 No.-

The purpose of this study is to select a collocation list for intermediate andadvanced Korean language learners that can be used in the actual Koreanlanguage education field based on Korean drama scripts. For this study, I selected five popular dramas that aired in Korea in the past fiveyears, transcribed the script, and selected appropriate collocation expressions forintermediate and advanced learners. Looking at the specific research procedureand results, first, all collocation expressions in each drama script were extracted;a total of 2,415 collocations were selected in this stage. In the second stage, atotal of 1,200 collocations were selected based on difficulty for intermediate andadvanced learners, and their frequency was determined by analyzing the numberof overlapping collocations in or between dramas. Then, in the third selectionstage, the number of collocations by level was calculated by requesting that agroup of Korean language education experts who have more than 20 years ofteaching foreign learners evaluate the appropriate collocation for Korean languageeducation. A total of 339 expressions were selected in the final collocation listselection stage, and the list and analysis results are presented herein. This study is meaningful because it selected real-life collocation expressionsbased on Korean drama scripts that cannot be learned from existing Koreantextbooks or research materials. The expressions’ reliability and validity havebeen improved by applying comprehensive criteria such as collocation frequency,difficulty analysis, and expert group evaluation. .

한국어교육에서의 연어 연구 동향 및 과제

김선영,유소영 한국언어문화교육학회 2020 언어와 문화 Vol.16 No.3

This study aims to explore the achievement and limitation of research about the collocation in relation to Korean language education. Collocation are considered an important lexical grammatical unit in language education, and for this reason, collocation has also been noted for research in Korean vocabulary education. In order to examine specific research trends, the data was collected from the related previous studies and analyzed by research topics. A total of 109 data were analyzed, which were divided into four subject categories; selection and grading of lists of collocation for educational purposes, learner’s collocation errors, collocation education methods. This study investigates the current research trends to review the issues and to present the direction of future research. .

한국어 교육에서 의존명사에 의한 문법적 연어 연구

이경선 한국언어과학회 2010 언어과학 Vol.17 No.3

This paper aims to construct a list of the grammatical collocation of Korean bound nouns based in Korean texts, Korean grammatical dictionaries and the frequency in modern usage of the Korean language. This list is classified the grammatical collocation of Korean bound nouns according to levels of the students study Korean as a foreign language and helps them to speak Korean well. The term ‘the grammatical collocations’ means a high frequency combination of lexical and grammatical parts. It is used as one unit in a sentence and has a grammatical function. It means strong morphological and syntactic combination. They are made up of ‘modifier form/noun suffix + bound noun + postpositional particle/verb’. The distinctive characteristic of them is that they possess a strong morphological and syntactic combination and also have semantic features.

초급 프랑스어권 학습자를 위한 한국어 연어 목록 선정 연구

장윤정,이세훈 이중언어학회 2017 이중언어학 Vol.66 No.-

The purpose of this research is to provide a list of basic Korean collocations for francophone Korean learners classified by topic. A collocation is composed of two words. When studying Korean, francophone learners often encounter problems when guessing the connecting verb. Therefore, francophone learners of Korean often have issues when they extend the use of collocations. And if they do not learn the correct meaning of the collocations, they are likely to encounter difficulties when trying to literally translate French collocations into Korean. Inorder to help francophone Korean beginners with this collocation problem, this paper has compiled a list of commonly-used collocations by analysing French language materials. These collocations were selected for the frequency of their use in authentic communication. (Sookmyung Women's University)

한국 성인 영어 학습자의 중간 언어에 나타난 연어 오류 연구

김규화 현대영어교육학회 2010 현대영어교육 Vol.11 No.2

This study was intended to investigate collocation errors in the interlanguage of Korean adult English learners in terms of grammatical and lexical collocation errors, create a collocation list around the topic given, and make suggestions on how to help them minimize collocation errors. 31 university students participated in the present research and they were asked to write an essay on self-introduction. The results show that most of the collocations produced by the participants were lexical (77.12%). The grammatical and lexical collocation errors amounted to 3.13% and 6.97% respectively. The grammatical ones were mainly related to the misuse or ellipsis of prepositions and the lexical ones were mostly related to the wrong selection of words, wrong arrangement of words, and morphologic errors. The participants’ essays were revised by a native English teacher and a small corpus was built and analyzed. Through these processes, a collocation list around the chosen topic was devised. In order to minimize collocation errors, teachers should encourage students to be involved in extensive reading of a lot of literature written in English and EFL learners should also be encouraged to make effective use of English dictionaries. Lastly, teachers should focus attention on some common collocations, which will help students to be precise in their language use.

컨벤션영어 코퍼스 기반 연어 분석

권선희(Kwon Sun Hee) 팬코리아영어교육학회(구 영남영어교육학회) 2014 영어교육연구 Vol.26 No.4

The goal of the present study is to examine the collocations of a convention English corpus. The collocation lists were extracted from the specialized corpus of convention English complied from various resources about convention business. The four types of lexical collocations-noun+noun, adjective+noun, verb+noun, verb+adverb-were identified and analyzed according to the occurring frequencies. The analysis showed that the most frequently occurring collocation type was the noun+noun type (40.33%) followed by the adjective+noun type( 39.85%), showing that these two types accounted for about 80% of the total number of lexical collocations in the convention English corpus. This finding was compared with an analysis of a general English corpus (MASC) where the most frequent type was the adjective+noun combination (41.47%), with a significant gap of the occurrence of the noun+noun type (24.72%). The high-frequency verbs in verb-related collocations were not found to be different in the two corpora. These results suggested 1) the importance of the noun and the noun collocation to efficiently understand the texts of convention English, and 2) the importance of using collocation lists to better acquire contextual knowledge in learning convention English in class. Suggestions for using an ESP corpus in an ESP classroom are discussed.