ScholarWorks@중앙대학교

초록

Synonymous collocation learning based on the corpus with a consciousness -raising technique was designed and implemented in the college first-year English mandatory course covering TOEIC preparatory questions. Both the treatment and control groups had collocation learning, and only the treatment group participated in collocation group activities. After six-week collocation learning, the general English proficiency of both groups significantly increased. Specifically, the treatment group showed meaningful improvement in RCandLC , and the control group showed improvement in LC. Vocabulary learning styles positively changed to learning vocabulary in context (treatment, control) and collocations (treatment). In addition, difficulties in vocabulary skills (treatment, control), speaking (treatment), and grammar (control) were reduced. The treatment group perceived that the collocation learning was helpful for their vocabulary learning, meaning, and usage. Despite unfamiliarity with the corpus due to the tremendous amount of text and no L1 interpretations, the students agreed that corpus use would have helped in English learning and TOEIC if they had learned it earlier. The current research model played a role in increasing awareness of the importance of collocation learning in context.

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