시청각 자료 중심 방법과 문맥 중심 방법의 아랍어 어휘 학습 비교 연구 = A Comparative Study of Listening-Visual Based Class and Context Based Class in Arabic Vocabulary Learning

다국어 초록 (Multilingual Abstract)

The purpose of this research was to investigate the effects of listening-visual based teaching and context based teaching on Korean AFL learners’ vocabulary learning in a classroom. To accomplish the goal of this study, 24 Arabic intermediate learners participated in the experiment for 8 classes. They were divided into two groups: listening-visual based teaching and context based teaching groups.
The effectiveness of vocabulary teaching has been measured in the following dimensions: how it affects long-term memory and how it affects application of memorized vocabulary in various contexts.
The results of this study were as follows: First, the outcome of the experiment indicates that listening-visual based teaching was more effective than context based teaching for learners to infer the meaning of the target words. Also, in the 8 tests for Arabic vocabulary there were significant differences between the two groups. It showed that listening-visual based teaching was effective in learning vocabulary. Secondly, listening-visual based teaching helped increase the retention of vocabulary in learners’ long-term memory.

참고문헌 (Reference)

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