This study analyzed to investigate the effects of glosses on incidental idioms learning, based on the 3rd level Chinese Korean-learners.
For this experiment, two types of glosses, such as meaning-example gloss and meaning gloss, were used. The participants were divided into three different groups, and texts with meaning-example glosses, texts with meaning glosses, and texts with non-glosses were provided to each of the three groups. The participants incidentally learned idioms while performing the task of reading, they were tested by the first idioms test and the second idioms test, which followed a week after.
The research questions in this study are following:
1. Will the type of idioms gloss affect on short-term memory of incidental idioms learning differently?
2. Will the type of idioms gloss affect on long-term memory of incidental idioms learning differently?
3. Will the type of idioms gloss affect on retention of incidental idioms learning differently?
The effects on short-term and long-term memories were confirmed by the first and second idioms test respectively, while the effect on retention was investigated by the difference between the results of the first and second tests. The collected data were analyzed by the Nonparametric Statistics, using Kruskal-Wallis one-way analysis of variance by ranks, Mann-Whitney U Test, Wilcoxon matched-pairs signed ranks Test. The results of this study are following:
First, idioms glosses affected the short-term memory significantly. The group with meaning-example gloss and the group with meaning gloss received higher score compared to the group with non-gloss. Especially, the group with meaning-example gloss received higher score than the other two groups. Moreover, the participants of the meaning-example group were outstanding in writing sentences with idioms. This certainly shows that the gloss with more variable information affects positively in learning idioms.
Second, idioms glosses affected the long-term memory significantly. While the group with meaning gloss and the group with non-gloss did not have significant difference, the group with meaning-example gloss showed outstanding long-term memory. Also, like for the first test, the participants of the meaning-example group received far better score in writing sentences with idioms.
Third, each idioms glosses type showed significantly different results in retention of incidental idioms learning. The group with meaning gloss, showing a big difference between the first and second test results, proved that the effect of idiom gloss does not last long, while the group with meaning-example gloss did not have a significant difference. The group with non-gloss received poor score at the first place and further going down was not possibly measured, but on the other hand, in the case of the group with meaning-example gloss, the idioms glosses certainly had positive effects on retention of idioms leaning.
Throughout this study the effect of learning idioms has been considered, and it has been proved that glosses can increase the effect. Especially, the efficiency of the glosses containing examples along has been proved. Based on these results, various fields of idioms learning by reading can be studied further, which will hopefully produce many good quality source.
，韩语论文范文，韩语论文 |
