How Many Word Encounters Do We Need?: In Regard to The Frequency and Presentation of Contexts

• Published in: 영어어문교육, 23(4) pp. 77 - 96
• Main Author: 남현정
• Format: Journal Article
• Language: English
• Published: 한국영어어문교육학회 01.12.2017
• Subjects: 영어와문학
• ISSN: 1226-2889

The present study explored a more effective way of vocabulary learning in terms of the frequency of word encounters and the presentation of contexts. A total of 98 university students encountered 15 target words in the condition of either ‘spaced encounters in separated contexts’ or ‘massed encounters in an integrated context’. Their vocabulary knowledge was evaluated in both the comprehension and the production tests. From the comparisons among 1, 3, 5, 7, 10 word encounters, the findings from ANOVA confirmed the positive effect at the 7 times of encounters on vocabulary learning. In addition, the results from an independent t-test suggest the advantage of the ‘spaced encounters in separated contexts’ over the ‘massed encounters in an integrated context’. The study suggests pedagogical implications to English educators in Korea concerning how many times of word encounters that should be secured in class and how the words should be presented in contexts. KCI Citation Count: 0