L2 초기학습자의 어휘력에 영향을 주는 요인들에 관한 구조적 연구 = A study on the structural relationship of factors determining L2 receptive vocabulary learning of Korean 3rd graders

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the variables which could potentially contribute to L2 receptive vocabulary learning. Also, the study sought to explore the structural relationship of those factors in L2 receptive vocabulary. Total of 113 third-graders were invited and assessed in a questionnaire survey on L2 vocabulary learning strategies. In addition, the participants took a receptive English vocabulary achievement test. The vocabulary test was composed of synonyms, antonyms, and analogies adapted from Woodcock-JohnsonⅢ Diagnostic Reading Battery (Woodcock, Mather, & Schrank, 2004) and elementary English textbook based on the 7th education curriculum. The results indicated that six factors of L2 vocabulary acquisition were found: memory and cognitive strategy, English learning attitude and willingness, parents’ interest on their children’s English learning, first language (L1) proficiency, extracurricular activities, and discovery strategy. Second, all of the six factors were positively correlated with one another. Third, L1 proficiency was a strong predicator of L2 vocabulary ability. In addition, based on the structural equation modeling (SEM), L1 proficiency showed significant effect on L2 vocabulary ability. Moreover, extracurricular activities had an indirect impact on L2 vocabulary ability as a L1 proficiency variable. These findings suggest that L1 proficiency plays a critical role in promoting L2 vocabulary proficiency. Furthermore, the results provided support for the developmental interdependence hypothesis (Cummins, 2000). Pedagogical implications were discussed further.