The purpose of this study is redefining Korean Lexical competence as a construct of communicative competence, and investigating in respect to lexical proficiency, which is manifested during communicational situation. By researching the factors determ...
The purpose of this study is redefining Korean Lexical competence as a construct of communicative competence, and investigating in respect to lexical proficiency, which is manifested during communicational situation. By researching the factors determining lexical proficiency on a discourse level, this study also attempts to find ways in improving Korean lexical proficiency on a discourse level. Thus, by newly reflecting on the functions and roles of vocabulary in communication, this study intends to serve the purpose of reestablishing the goal and extent of lexical education which previously has been focused on a quantitative point of view.
In this study’s view, the performing communication is distinguished into four steps : “establishing communication goal – determining and arranging proper vocabulary as content of a discourse – constructing lexical components to a complete discourse - performing communicative tasks.” Among these, it is discussed that the principle of lexical choice and construction can be found in the steps of “determining and arranging proper vocabulary.” and a “constructing lexical components.” Through this, lexical competence as communicative competence can be defined as “The ability which is strategic and dynamic that can make a proper adaptation of Korean vocabulary to fit the goal of communication and situational context, by knowing diverse registers of vocabulary.”
Furthermore in this study, Korean lexical proficiency is considered as an ability to use vocabulary in various ways and to use it properly. It is understood that the various and proper uses of it relate to quantitative and qualitative dimensions of vocabulary, namely, whether or not vocabulary is richly used, and properly chosen according to the communicative goal and situation, and it contributes to the ultimate cohesiveness.
These quantitative and qualitative dimensions of vocabulary are the determining factors of lexical proficiency and can be utilized as the contents of lexical education and evaluation. Therefore, in this study, close attention was given to learner’s composition in respect to the factors in quantitative and qualitative dimensions of vocabulary. The quantitative dimension of vocabulary was studied through data analysis, divided in factors such as lexical diversity, lexical density, lexical sophistication, and lexical error frequency. The qualitative dimension was also studied in consideration of communicative performance, divided into factors such as morpho-syntactic cohesion, semantic coherence and pragmatic appropriateness. Particularly in this study, emphasis was given to the proficiency-determining factor on the qualitative dimension in respect to how vocabularies are properly chosen, arranged and combined to fit the goal and main theme, since it was regarded that qualitative-determining factors contribute to high quality discourse and also to raising overall achievement. Accordingly, the qualitative dimension of vocabulary was assumed as the 1st level, and quantitative dimension as the 2nd level.
Upon completion of research, learner’s grade of proficiency could be explained by the factors such as lexical diversity, lexical sophistication, and lexical error frequency, however, no close interrelationship between vocabulary density and learner’s grade of efficiency was found. Besides, by looking into qualitative factors being uncovered in the learner’s composition, it was confirmed that morpho-syntactic cohesion, semantic coherence and pragmatic appropriateness manifest in different aspects according to the grade of proficiency. In addition, through qualitative analysis of the discourse which is the value of quantitative factors and grade of learner’s proficiency showed different, it was also confirmed the difference of influential degree on a grade of proficiency between qualitative and quantitative factors.
Based on the determining factors on lexical proficiency, goal and scope of lexical education and principles are presented in this study, further pursuing toward the direction that lexical education in a Korean language is to be carried out on a discourse level, based on the emphasis on communicative competence, by presenting examples of teaching methods for improving lexical proficiency.
It is significant that this study views Korean vocabulary from a different viewpoint, as the communicative competence, and also finds meaning in clarifying the functions and roles of vocabulary in expanded horizons of discourse level. Also looking closely into definition and factors of lexical proficiency, and giving concrete concepts to what it means to use vocabulary richly and properly, by introducing the concept of Korean lexical proficiency, this study is expected to contribute to the Korean lexical education and evaluation.
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