EFL 상황에서 연어중심의 어휘교수가 번역과업에 미치는 영향

• Published in: 언어학 연구 no. 47; pp. 251 - 278
• Main Author: 임남실(Namsil Lim)
• Format: Journal Article
• Language: Korean
• Published: 한국중원언어학회 01.04.2018
• Subjects: 언어학; collocation; L2 vocabulary teaching and learning; translation task; lexical approach
• ISSN: 1975-8251; 2508-4259
• DOI: 10.17002/sil..47.201804.251

The need for teaching collocations has increasingly received attention in the field of EFL teaching processes. The current study examined to address whether explicit collocation teaching has a positive effect on translation task compared to explicit single-item vocabulary instruction. Language background questionnaire, TOEIC, and a translation task were used to detect subjects’ general English proficiency and translation ability from L2 to L1 with 83 students in University level. Of the two treatment groups, one received an explicit collocation teaching and the other one received single-item vocabulary instruction followed by four reading passages for 4 weeks. Data sources were drawn from subjects’ translated passages and two raters evaluated their translation pieces. The one-way ANOVA significance values were higher for two out of four reading passages, and indicated differences between means were likely due to the difference in treatment types (single-item vocabulary instruction and collocation instruction), implying that teaching collocations can improve students’ L2 translation task and acquiring collocation knowledge is essential for EFL learners. Lastly, instructional implications and suggestions for further study were also discussed. KCI Citation Count: 1