Research which emphasized the necessity of vocabulary education based on the importance of vocabulary were actively developed in the past, especially in Korean language education as a second foreign language.
However, it is impossible to teach the...
Research which emphasized the necessity of vocabulary education based on the importance of vocabulary were actively developed in the past, especially in Korean language education as a second foreign language.
However, it is impossible to teach the countless words that exist around the world, in the classroom. This vocabulary is already being forgotten from the moment in which it is learned. The process of repetition, such as repeated practice must be done. Otherwise, it would be difficult to expect true progress in real vocabulary training. therefore The professors who teach the vocabulary directly are important, and learners studying vocabulary by themselves is also important.
Vocabulary study transcends time and space, and it should be approached with steady practice. Learners should approach their own vocabulary learning in an active manner, so that they can continue learning vocabulary. In other words, we have to teach learners appropriate vocabulary learning strategies, which can help learners continuously partake in vocabulary learning activities.
This study is based on this need, and it attempts to develop the vocabulary teaching and learning methods applicable to learners outside the classroom, on the basis of these needs.
For this purpose, first, previous studies were reviewed, these studies were preliminary studies on vocabulary learning strategies and vocabulary learning activities.
As a result of this process in this study, I propose a strategy of social learning vocabulary. The social vocabulary learning strategy proposed in this study is vocabulary teaching and learning outside of the classroom environment. However, despite taking place outside of a classroom setting, it is still necessary to create an environment similar to the class, albeit a virtual one. As confirmed by previous studies, Facebook can provide a social network, a sense of interaction with others, free community formation, and the possibility to provide immediate response, etc. Therefore, Facebook provides the perfect environment for social vocabulary learning strategies.
In this social vocabulary learning strategy model using Facebook, a step-by-step type of activity for learning vocabulary is suggested. This study not only offers suggestions for a teaching, and learning model, but also proves the educational effects of these experimental practices'. In order to verify the effects of this education model, this study took two groups, each group had 22 participants. One of the groups was the control group, and the other was the experimental group that employed the social vocabulary studying strategy through Facebook for two weeks. Through pre-evaluation and post-evaluation, it was revealed that the experimental group had higher achievements than the control group.
Two weeks after the experiment, the groups were evaluated once again and it was found that the achievements of the experimental group were still higher than the control group. Through this social vocabulary learning strategy utilizing Facebook, it was revealed that in terms of long-term vocabulary memory, it is also effective. This means that the social vocabulary learning strategy through the use of Facebook has a positive impact on learners' vocabulary improvement, as confirmed by these experiments.
In this study, on top of looking at the effectiveness of vocabulary learning, at the same time a survey was conducted to look at the participants reactions to this social vocabulary learning strategy. The survey focused on four main categories, such as the effectiveness of the social factor, effectiveness of learning, learning satisfaction, and intent to continue learning. The data collected showed positive responses in all four categories.
In conclusion, this study is not only to present "Social Vocabulary Learning Strategies Using Facebook" as a vocabulary teaching and learning model for outside of the classroom, but also, to demonstrate its effectiveness through experiments and practice. As validated by the positive responses which students' felt, the effectiveness of these vocabulary learning strategies and vocabulary learning tools are revealed.
Therefore, further research focusing on vocabulary teaching and learning utilizing Facebook as a teaching and learning tool is needed. Developing a greater variety of vocabulary learning strategies, that target the current demographic of tech savvy, and social network prone individuals, is important in the promotion of Korean language learning.
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