This study aims to explain collocation aquisition by providing explanations and annotations for the vocabularies in the text, in further hoping to aid the reading of a literature by a Korean reader. In order to do so, high-quality words were extracted... This study aims to explain collocation aquisition by providing explanations and annotations for the vocabularies in the text, in further hoping to aid the reading of a literature by a Korean reader. In order to do so, high-quality words were extracted from a literature text from a Korean textbook, with annotations given at each word. The test group was divided into two ; while one group(the general group) was only given the literal meaning of a vocabulary, the other group(the specific group) was given annotation with specific examples. The purpose of this experiment was to find out a difference in the collocation aquisition by the two groups which were given different annotations. Further, to figure out the correlation between annotation types and the retention ability. In chapter 1, I drew research questions by stating the purpose and the need for this study by introducing previous related studies. The first research question was to find out the effect of general annotation and specific annotation(with examples) on collocation acquisition, respectively. In order to do so, I examined the scores of the 1st reading comprehension test and the 1st vocabulary test of each group, and tried to find out if there was a statistical significance in the two groups. The second research question was to examine the effect of general and specific annotations given in literature texts on the learning retention ability. For this experiment, 2nd lapsed vocabulary test was conducted by each group, with a lapse of a week after the 1st vocabulary test. In chapter II, I tried to arrange many on-going discussions on the relationship between reading literature text and vocabulary aquisition, annotation and collocation. In chapter III, I defined specifically the experiment tool, method, and analytical tool for the research. In chapter IV, I tried to answer my research questions based on the experiment results. Lastly, in chapter V, I delineated the meaning and limitations of this study. Regarding my first research question, it turned out that there was no significant difference between the two groups. Therefore, further comparison was conducted by dividing 8 target collocations into restricted collocations and semi-restricted collocations of which the customary collocations was divided into, to see the difference between the two groups in collocations acquisition. Therefore, general annotation group showed a higher average score than the specific group regarding semi-restricted collocations, giving a meaningful significance. This proved that in learning collocations through literature texts, it is more effective to provide meanings through general annotations rather than specific ones in regards to semi-restricted collocations. The following is the outcome of my second research question. After the 2nd lapsed vocabulary test, there was no significance in the average score of each test group and in the 1st and 2nd targeted collocation vocabulary tests. However, by correlating the average scores of the 1st and 2nd targeted collocation vocabulary tests per question in each group, there was significant difference between ‘lay the table’ and ‘show jealousy’ in the general group. Also, in the specific group, ‘set up in a separate family,’ ‘exercise one’s talent’ and ‘pick on somebody’ showed meaningful difference. This result signifies the need to design collocation learning tools according to the types of collocations as well as the effectiveness of specific annotation in continuous collocation learning and general annotation in immediate collocation learning. This analysis is meaningful in that it tried to figure out the possibility of collocation acquisition through a real text by utilizing literature texts beneficial to both reading and vocabulary comprehension. I hope the results of this study will contribute to offering foundation for promoting vocabulary education using literature texts in Korean education. ，韩语论文范文，韩语论文范文 |
