EDSL 617, Teaching and Learning L2 Vocabulary
EDSL 617
Teaching and Learning Second Language Vocabulary
Professor: Dr. Thomas Cobb
Student: Seong Man Park (260043746)
Due Date: June 27, 2004.
The Comparison of Korean Students’
Vocabulary Learning Strategies
(Word Form Analysis, Guessing from the context, Bilingual
Dictionary Use with written Repetition)
McGill University
1
EDSL 617, Teaching and Learning L2 Vocabulary
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Table of Contents
Introduction
3-5
Word Form Analysis (Affixes and Word Roots)
5-8
Guessing the meaning of new words in the Context
8-10
Bilingual Dictionary Use (Pocket Electronic Dictionary)
10-11
Experiment
12-17
Conclusion
17-18
References
19-20
Appendix 1 (Test)
21
Appendix 2 (Word form analysis)
22-23
Appendix 3 (Guessing)
24-25
Appendix 4 (Bilingual Dictionary)
26
EDSL 617, Teaching and Learning L2 Vocabulary
3
Introduction
It is obvious that vocabulary learning has been regarded as one of the most
important parts in a second or foreign language acquisition. Along with the growth of
interest in vocabulary acquisition, a lot of researches have been done in the field of
second language acquisition in the last few decades (Schmitt, 1997). However, most
researches have been done in the field of the instruction and learning of second language
vocabulary without focusing on the vocabulary learning strategies (e.g., Schmitt, 1997;
Park, 2001). Even though there have been some researches in the area of vocabulary
learning strategies, they could not attract any noticeable attention from the researchers
due to the lack of comprehensive researches in this field (Schmitt, 1997). But most
teachers and researchers agree with the fact that vocabulary development should be the
basis of acquiring good reading, speaking and listening skills in the field of second
language learning. In order to enhance learners’ vocabulary knowledge, our attention
should be focused on finding the most effective and necessary ways in the learners’
vocabulary development (Chin, 1999). With the above reasons, I am going to focus on
finding and exploring the most effective strategies in learners’ second language learning
through this paper.
On the basis of the above notion, I am going to explore the Korean students’ three
major learning strategies in their English vocabulary learning through the comparison of
these strategies using literature review and a small experiment.
Actually English is not a second language in Korea. English is one of the major
foreign languages. But the importance of English can not be neglected, because English is
given a great deal of weight on the university entrance examination and employment
EDSL 617, Teaching and Learning L2 Vocabulary
4
entrance examinations all over the country. With this reason, successful learning of
English is an indispensable factor in Korea. And for the successful learning of English,
English (henceforth English will be referred to L2) vocabulary knowledge should be a
prerequisite factor. However, regardless of the importance of L2 vocabulary learning,
very few researches related to L2 vocabulary learning have been done in Korea (Park,
2001).
Through Schmitt’s article (1997) related to vocabulary learning strategies, I found
out the fact that there were lots of vocabulary learning strategies in the field of second
language learning. But I think that different priorities should be given to those strategies
depending on learners’ different learning situations. Korean learners of English normally
can not access to enough resources of English language because English is rarely spoken
in Korea. With this reason, it is inevitable that Korean learners of English are placing
their main reliance on strategies to overcome this weakness. Through an analysis of the
surveys related to their strategy reliance, Park (2001) reveals that Korean learners of
English too much depended on learning strategies in their L2 vocabulary learning. All
things considered, I came up with the following two questions.
1. Which strategies are more effective than others for Korean learners of
English?
2. Which strategies should be taught in the Korean EFL classrooms?
Through this paper, I am going to try to explore the above questions through
literature. And I am also planning to do a small experiment with six Korean students to
test my findings, even though the result will not be statistically significant due to the
EDSL 617, Teaching and Learning L2 Vocabulary
5
small sample size. But I expect that the result will be able to show me some teaching
implications for the Korean students’ effective development of L2 vocabulary.
With regard to the strategies that I am going to compare, Chin (1999) mentions
that word form analysis, guessing the meaning of new words from the context, and
dictionary use are traditional techniques which have been widely used and employed in
L2 language classrooms. And these strategies are also commonly used in Korea. So I will
do literature review about these three strategies to compare and do a small experiment
using these strategies in this paper.
Word Form Analysis (Affixes and Word Roots)
It is suggested that Korean learners of English should learn English vocabulary
through analyzing affixes and word roots, even though this method is not commonly
taught in the English language classrooms. There are lots of vocabulary books using this
strategy in Korea. I am accustomed to this strategy, because I also learned L2 vocabulary
mainly through this strategy. This strategy is normally perceived as a useful way in their
L2 vocabulary learning for most Korean learners of English and me as well (Park, 2001).
Schmitt and Meara (1997) make the attempt to reveal the relationship between
affix and word size through the empirically study. They conduct a study with the subjects
consisted of 95 Japanese students. Through this study, they reveal that “there were
weaker, but still significant, correlations between receptive derivative suffix knowledge
and vocabulary size” (Schmitt & Meara, 1997, p. 30). This means that there are
interrelationships between affix and vocabulary size in L2 learning. But they just dealt
with suffixes without prefixes and word roots in their study. In this respect, their results
EDSL 617, Teaching and Learning L2 Vocabulary
6
are limited to the relationships between a verb and its permissible suffixes neglecting
prefixes and word roots. However, their results show that the amount of suffix knowledge
can enhance learners’ overall vocabulary size with the easy access to a new word.
Mochizuki and Aizawa (2000) also insist that affix knowledge plays an important
role in enhancing and facilitating learners’ vocabulary knowledge. They investigate the
relationship between learners’ vocabulary size and their affix knowledge with the
subjects consisted of 403 Japanese high-school and university students. The results show
that the amount of prefixes and suffixes knowledge is positively correlated with the
amount of learners’ L2 vocabulary size. This means that learners’ affix knowledge
develops along with the development of their vocabulary knowledge in the EFL context
such as Japan and Korea and so on. This result can be matched with the result of Schmitt
and Meara’s (1997) empirically study showing the correlation between affix knowledge
and vocabulary size. With regard to the use of affix knowledge in learning L2
vocabulary, Mochizuki and Aizawa (2000) mention that “the lexical meaning of a prefix
and the syntactic role of a suffix” (p. 302) can facilitate the development and increase of
learners vocabulary size.
In spite of the above advantages using affix knowledge in learners’ L2 vocabulary
development, there are also some disadvantages using this strategy. This means that we
should be very cautious of using this strategy depending on different learners and various
situations.
Regarding the misuse of this strategy, Chin (1999) warns that word form analysis
should not be used for low level students due to the fact that they might make a mistake
caused by wrong guessing solely based on form analysis neglecting the meaning of the
EDSL 617, Teaching and Learning L2 Vocabulary
7
word in the context. This means that low level learners may be under disadvantages with
this strategy, because they can not integrate the meaning guessed from analyzing a word
form into the contextual meaning of the word. In addition, she also mentions that teachers
should not teach students a whole bunch of affixes apart from the relevant contexts. I
agree with this idea. I think that affixes should be taught within the contexts, because
learners are not likely to use the context to guess the meaning of a new word if they
mainly rely on word form analysis. This means that learners might pay attention to the
word form itself not to the meaning of the word within the context.
Concerning the disadvantages of using word form analysis, Clarke and Nation
(1980) provide several reasons. The first reason is similar to my above argument. They
argue that the use of word form analysis can make learners guess too quickly even before
they consider the role of the word within the context they encounter. Based on this quick
guess only from the word form analysis, learners might try to interpret the whole context
with this initial meaning. The second reason is that some affixes and word roots cannot
be easily analyzed and broken into parts because they have more than one meaning, even
though “25%-30% of the vocabulary above the 3,000 word level can be broken into
prefixes, roots, and suffixes” (Clarke & Nation, 1980, p. 215). This means that we cannot
analyze all words which seem to have familiar affixes and roots because they may have
different meanings. In this respect, they recommend that only 20 or so prefixes should be
learned among the most useful and prominent prefixes (p. 215). Notwithstanding the
disadvantages mentioned above, Clarke and Nation (1980) say that the ratio of the
advantages to disadvantages of word form analysis strategy is becoming identical in
vocabulary learning.
EDSL 617, Teaching and Learning L2 Vocabulary
8
In this regard, I think that word form analysis in isolation cannot be regarded as
the most effective strategy in vocabulary learning even though this strategy is commonly
used and also it plays an important role in the Korean EFL context.
Guessing the meaning of new words in the Context
With regard to the importance of context in L2 language learning, Nagy (1997)
mentions that L2 language learners will have difficulties in using context due to their low
level of L2 language proficiency. However, this also means that they are likely to
encounter new words more often than native speakers do and they can have more chances
to acquire vocabulary through context. Concerning this matter, Chin (1999) also insists
that the more often learners are exposed to new words through various contexts, the more
vocabulary they can get through guessing the meanings of new words from contexts. But
the successful learning of L2 vocabulary through context, of course, should be based on
learners’ high level of L2 proficiency because of the correlation between two factors (e.g.,
Nagy, 1997; Chin, 1999).
In regard of Korean students’ vocabulary learning strategies, Park (2001)
conduct a survey with 600 Korean subjects who have different academic backgrounds
from elementary school to university students. The results show that Korean learners of
English widely use guessing strategy regardless of their age differences. But the one thing
to be noted here is that even elementary school students are actively using guessing
strategy (Park, 2001). This result is against the general notion that the ability to guess the
meaning of a new word through the context is positively correlated with the learners’
level of L2 proficiency. With this reason, this strategy has been encouraged for the
EDSL 617, Teaching and Learning L2 Vocabulary
9
learners who have a certain level of second language proficiency to use (Park, 2001). But
this result can be attributed to the promotion of communicative approach in English
education by the Ministry of Education in Korea. According to Schmitt (1997), the use of
guessing the meaning of a new word from context has been encouraged, because this
strategy has been regarded as the most comfortable strategy with “the communicative
approach than others” (p. 209). One of the most significant English education policy
changes in the 6th and 7th National English Curricula of Korea (1995-) is the adoption of
communicative English language teaching in English language education (Kwon, 2000).
With the adoption of communicative English language education introduces big changes
in the area of English language teaching in Korea. I think that the major change can be
found in the length of contexts in the university entrance examination in Korea. The
length of contexts in this test has been getting longer with the introduction of
communicative approach. So learners cannot rely on the traditional word form analysis in
this situation due to the lack of time to understand the whole text within the very limited
time. For this reason, even elementary school students are utilizing guessing strategy to
catch up with this tendency of English learning in Korea. As I mentioned several times
above, it is clear that a certain level of second language proficiency level is required for
the successful guessing through contexts. So I am not sure that elementary students can
have benefits with this strategy in their L2 vocabulary learning.
In this respect, Coady (1997) argues that teachers should instruct learners,
especially beginners, a list of highly frequent words so that “at least 3,000 word families”
can be acquired for their independent vocabulary learning (p. 235). With regard to the
amount of vocabulary knowledge for using guessing strategy, Clarke and Nation (1980)
EDSL 617, Teaching and Learning L2 Vocabulary
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also mention that around 3,000 words would be required for second language learners to
guess 60-70% of the new words in the given context (p. 212).
Nagy (1997) also says that a high level of second language proficiency should be
acquired before they can correctly guess the meaning of a new word from the context. In
addition, Nagy (1997) mentions the knowledge of the words around a new word
encountered is very important to guess the meaning of the new word in the context. This
means that learners’ insufficient knowledge of other words in the context can make
learners hard to guess the meaning of a new word because of the interference caused by
other words in the context.
According to Clarke and Nation (1980), there are some values to use guessing
strategy in second language vocabulary learning. The first main value is that guessing
strategy can make learners learn vocabulary by themselves without teachers’ assistance
through extensive reading. The second value is that learners can save time and continue
reading without interference, because they do not have to refer to a dictionary through
guessing strategy while they are reading.
Bilingual Dictionary Use (Pocket Electronic Dictionary)
According to Park (2001), Korean learners of English too much depended on the
use of bilingual dictionary (English to Korean) especially in the stage of discovering the
meaning of a new word regardless of different age groups. Nowadays, the use of pocket
electronic dictionaries is drastically growing in Korea. Tang (1997) also says that many
Asian students in Vancouver are utilizing pocket electronic dictionaries in their L2
vocabulary learning. Concerning this issue, Tang (1997) analyzes Chinese students’ use
EDSL 617, Teaching and Learning L2 Vocabulary
11
of the pocket bilingual electronic dictionaries in the ESL classroom in Canada. She
concludes that there is no correct answer, because the use of the bilingual dictionaries has
the strengths and weaknesses in sL2 vocabulary learning. As Tang (1997) mentions,
excessive use of dictionaries might deprive the second language learners of the chances to
guess or predict the meanings of new words through context. In addition, the excessive
use of dictionaries might hinder the flow of writing and reading, and might provide
numerous vague definitions per word. Dictionary look-up does not mean that learners
will retain the meaning of the words they found in the dictionary. Especially pocket
electronic dictionaries can provide learners with too quick definitions without learners’
any efforts to find words. Nevertheless, the result shows that second language learners
use pocket electronic dictionaries for their L2 vocabulary learning (Tang, 1997).
However, it is obvious that the use of a bilingual dictionary is very useful in
second language learning. The main strength of the bilingual dictionaries is the possibility
to enable learners to facilitate their individual learning through the bilingual dictionaries,
because the bilingual dictionaries “can serve a bridging purpose” (Tang, 1997, p. 56)
between two different languages. If learners are provided with the proper guidance of
using the bilingual dictionaries, it might be an efficient way of developing second
language vocabulary.
As an effective strategy of bilingual dictionary, Chin (1999) suggests that
dictionaries should be used “to verify their educated guesses about the meanings of
unknown words disclosed from context or word form analysis” (p. 3).
EDSL 617, Teaching and Learning L2 Vocabulary
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Experiment
Till now, I have reviewed three major vocabulary learning strategies through
literature. And now I am going to do a small experiment with these three strategies. For
this experiment, I replicated Chin’s empirical study (Chin, 1999) with different subjects
and different methods. My research questions are also not the same with her study. As I
mentioned before, here are my research questions for this small experiment.
1. Which strategies are more effective than others for Korean learners of
English? (Based on word form analysis, guessing the meaning of new words
in the context, and the use of pocket electronic dictionary with written
repetition)
2. Which strategies should be taught in the Korean EFL classrooms?
Method
Subjects
This experiment has 6 participants who are studying at College Prep International
School in Canada. Five of them are elementary school students and one of them is
secondary school student. Five students have been studying in Canadian school since last
September and their main instruction in Canadian school is in English not in French. But
their main instruction in Korea was in Korean. The rest (one student) arrived in Canada
just a few weeks ago. The subjects were placed into three groups depending on their
English levels evenly. For their fair placement, I placed them based on their school report
cards and my observation as an English tutor. Each group has two members. Regarding
EDSL 617, Teaching and Learning L2 Vocabulary
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the statistical analysis, I did not use any statistical methods because of the small sample
size in this experiment.
Material
The target words in this experiment were drawn from the following book.
‘Neung-Yule Vocabulary (Efficiency Vocabulary) written by Lee, C. S.’
This book is designed for high school students who are preparing for university
entrance examination in Korea. From this book, I drew just 15 words which have
different affixes and roots. Actually, I selected this book in order to choose words that the
subjects were not familiar with. But to my surprise, no words were included in the most
frequent 2,000 words. Only 7 words were in UWL and the others were out of the most
frequent 2,000 words.
Procedures
This experiment has three different instructions as follows.
1. Guessing the meaning of new words in the context
2. Analyzing new words into affixes and roots to guess the meaning of new
words without any context.
3. Pocket Electronic Bilingual dictionary look-up with written repetition.
Three different treatments were randomly given to each group. It took 40 minutes to give
them each vocabulary instruction per group respectively and 5 minute break time was
given to them evenly. After 5 minute break, subjects took a 15 item matching test (see
Appendix 1). The same test was provided for each group. The type of test was not
EDSL 617, Teaching and Learning L2 Vocabulary
14
informed in advance to the subjects so that they could not use other strategies to get a
high mark on the test.
The first group: Word Form Analysis group
There were 2 students who were in grade 5 and 6 respectively in this group. 15
target words were provided with the meanings of the appropriate prefixes, word roots,
and suffixes of each word in English (see Appendix 2). They were asked to analyze the
word and guess the meaning based on their analysis by themselves. After they completed
their task, they were allowed to use bilingual dictionary to confirm their meanings. But
they were not allowed to do verbal and written repetition for their retention.
The second group: Guessing the meaning of new words in the context
There were 2 students who were in grade 6 and 8 respectively in this group. 15
target words were provided with two meaningful contexts respectively per word (see
Appendix 3). They were asked to guess the meaning of each word with the contexts given
individually. After they finished their task, they were allowed to check their definitions
together. They were allowed to ask me about the other unfamiliar words in the contexts.
After they completed their task, they were allowed to use bilingual dictionary to confirm
their meanings. But they were not allowed to do verbal and written repetition for their
retention.
The third group: Pocket Electronic Bilingual Dictionary group
There were 2 students who were in grade 5 and 6 respectively in this group. 15
target words were provided without any affixes, word roots, and contexts (see Appendix
4). They were asked to look up the meanings of target words through a pocket bilingual
dictionary and write down the definitions of the words. And then they were allowed to
EDSL 617, Teaching and Learning L2 Vocabulary
15
memorize the words and the corresponding definitions with written repetition for 40
minutes.
Results
Table 1: The scores of each subject on a 15 point scale matching test
Group 1
Group 2
Group 3
(Word Form Analysis-
(Guessing the meaning
(Bilingual Dictionary
Prefix, Suffix, Root)
of words in the contexts)
with written repetition)
Individual
Sally
John
Yujin
Peter
Jenny
Piona
Score
15
12
14
8
6
3
Mean
13.5
11
4.5
* The names in this table are fictitious.
As I mentioned before, I am not going to explain this result with statistical terms
because of the quite small sample size of this experiment. I will explain the above test
results with the actual figures shown in Table 1.
As you can see in Table 1, group 1 subjects who used worm form analysis got the
highest scores (mean score is 13.5 out of 15) among three groups. And group 2 subjects
who used guessing strategy also got a high mark (mean score is 11 out of 15). But group
3 subjects who used bilingual dictionary with written repetition got a very low mark
compared to the other two groups (mean score is 4.5 out of 15).
With regard to the results of group 1 that used word form analysis, I expected that
they would get a higher mark compared to the others before the experiment. According to
Park’s survey about Korean EFL learners’ vocabulary learning strategies, she (Park,
EDSL 617, Teaching and Learning L2 Vocabulary
16
2001) reveals that Korean learners of English agree that analyzing affixes and word roots
would facilitate the development of their English vocabulary. And Schmitt (1997) also
shows the Japanese students’ agreement with the use of word form analysis in their L2
vocabulary learning.
But the one interesting thing to be noted here is that group 2 got lower marks than
group 1. Chin’s study (1999) with the subjects who were college students showed that
context group got better marks than word form analysis group. This difference can be
attributed to two reasons. The first reason is the difference of the test types between two
experiments. Chin (1999) used multiple choice test and fill-in test which required
subjects’ deeper word knowledge compared to the matching test in this experiment. And
the matching test in this experiment did not include any contexts. That’s why they could
not get a benefit through contexts in this test. But I did not include any contexts on
purpose in this test so that three groups could take a test without any disadvantage. The
second reason is explained by the age differences between two experiments. Park (2001)
also says that learners are likely to pay more attention to the use of contextual clues to
guess the meaning of new words than other factors as they become cognitively grown up.
Concerning the result of group 3, I concluded that they heavily focused on the
spelling and exact definition of each word, because they had to memorize quite difficult
and infrequent target words within the very limited time. And the test type was not
informed to them in advance. So they had to spend too much time on memorizing the
form of each word. In addition, they got the definitions too easily through electronic
bilingual dictionaries, so they could not retain the target words successfully even though
they used written repetition strategy at the same time. In this respect, I think that word by
EDSL 617, Teaching and Learning L2 Vocabulary
17
word definition-based vocabulary instruction should be avoided in the second language
classroom. If they lost the definition of a word, there are no other clues such as word
forms or contextual clues to help learners draw the lost meaning in this strategy. Finally
the lower score of ‘Piona’ in group 3 can be attributed to her late arrival in Canada. She
just arrived in Canada a few weeks ago, so she could not do very well in this experiment.
Conclusion
As per the results of the above experiment, both word from analysis and guessing
the meaning of new words in the context were efficient in Korean students’ English
vocabulary learning. But I cannot conclude that which strategy is more efficient for
Korean learners of English with this result between these two strategies. This means that
we need flexibility in second language vocabulary strategies (Parry, 1997).
With regard to this matter, Parry (1997) conducts a study with two subjects. Both
subjects have different vocabulary learning strategies in this study. The one subject who
is from Greece is very good at using guessing strategy and the other subject who is from
Korea is good at analyzing word form. And both subjects stick to just their own strategies
neglecting the others. But the result shows that both subjects do not very well on their
English language learning due to their biased strategy use in their English vocabulary
learning.
This result shows us that we should consider individual learners’ different
learning habits, their cognitive development, and their different learning environments
and so on in the instruction of second language vocabulary strategies. In addition,
EDSL 617, Teaching and Learning L2 Vocabulary
18
learners should not stick to just one or two main strategies to develop their L2 vocabulary,
because L2 vocabulary learning strategies should applied as per their different situations.
The result in my experiment also shows that strategies have an effect on learners
L2 vocabulary learning. In this respect, teachers should teach learners appropriate
strategies considering learners’ differences in their classrooms; otherwise learners will
spend too much time on learning L2 vocabulary with inappropriate strategies.
In conclusion, as a second language teacher, I should take learners’ needs and
their different learning behaviors, and different age levels (Park, 2001) and so on into my
deep consideration with flexibility rather than just use the same strategy at all times.
EDSL 617, Teaching and Learning L2 Vocabulary
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References
Chin, C. (1999). The effects of three learning strategies on EFL vocabulary acquisition.
The Korea TESOL Journal, 2(1), 1-12, Retrieved June10, 2004, from
http://www.kotesol.org
Clarke, D. F., & Nation, I. S. P. (1980). Guessing the meanings of words from context:
Strategy and Techniques. System, 8, 211-220.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T.
Huckin (Eds.), Second language vocabulary acquisition (pp. 225-236).
Cambridge: Cambridge University Press.
Kwon, O. (2000). Korea’s English education policy changes in the 1990s: Innovations to
gear the nation for the 21st century. English Teaching, 55(1), 47-91, Retrieved
March 1, 2004, from http://www.kate.or.kr/main/publications_journal.htm
Lee, C. (2003). Neung-Yule Voca [Efficiency Voca]. Seoul: Neung-Yule EFL Publisher.
Min, S. (2003). Juldae Woowi Young Daneo 1900 [An absolute advantageous English
vocabulary]. Seoul: YBM sisa.
Mochizuki, M., & Aizawa, K. (2000). An affix acquisition order for EFL learners: an
exploratory study. System, 28, 291-304.
Nagy, W. (1997). On the role of context in first- and second-language vocabulary
learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description,
acquisition and pedagogy (pp. 64-83). Cambridge: Cambridge University Press.
Park, J. (2001). Korean EFL learners’ vocabulary learning strategies. English Teaching,
56(4), Retrieved June 10, 2004, from
http://www.kate.or.kr/main/publications_journal.htm
EDSL 617, Teaching and Learning L2 Vocabulary
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Parry, K. (1997). Vocabulary and comprehension: Two portraits. In J. Coady & T.
Huckin (Ed.), Second language vocabulary acquisition. (pp.55-68). Cambridge:
Cambridge University Press
Schmitt, N., & Meara, P. (1997). Researching vocabulary through a word knowledge
framework: Word associations and verbal suffixes. Studies in Second Language
Acquisition, 20, 17-36.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.),
Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge:
Cambridge University Press.
Tang, G. M. (1997). Pocket Electronic Dictionaries for second language learning:
Helping or hindrance? TESL Canada Journal, 15(1), 39-57.
EDSL 617, Teaching and Learning L2 Vocabulary
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Appendix 1
Test
1. attach
2. integrate
3. attain 4. entertain 5. detect
6. temperament 7. contemporary 8. testify 9. abstract
10. intervene
11. attribute
12. extravagant 13. benevolent
14. garment
15. vigor
Write the number of each word on the line beside its meaning
1) ___________ 통합하다, 완전하게 하다
2) ___________ 남을 즐겁게 해주다, 대접하다
3) ___________ 달성하다, 도달하다
4) ___________ 붙이다, 소속시키다
5) ___________ 기질, 성질
6) ___________ 발견하다, 찾아내다
7) ___________ 활력, 기력
8) ___________ 증언하다, 증명하다
9) ___________ 낭비하는, 사치스러운
10) __________ 동시대의, 같은시기의
11) __________ 추상적인, 요약
12) __________ 중재하다
13) __________ ~의 탓으로 돌리다
14) ___________ 자비로운, 친절한
15) ___________ 의복, 옷
Professor. Tom Cobb only: (Note: The corresponding definitions are written in
Korean. So the definition part can be broken in your computer)
EDSL 617, Teaching and Learning L2 Vocabulary
Appendix 2
Word Form Analysis
Instruction: On the basis of the affixes and roots given, please guess the meaning of the
word.
1. attach:
1) prefix: at (=ad: to)
2) root: tach (=stick)
2. integrate:
1) prefix: in (=not)
2) root: teg (=touch)
3) suffix: ate (=verb ending)
3. attain:
1) prefix: at (=ad: to)
2) root: tain (=touch)
4. entertain:
1) prefix: enter (=inter: between, together)
2) root: tain (=hold)
5. detect:
1) prefix: de (=off)
2) root: tect (=cover)
6. temperament:
1) prefix: temper(a) (=mix)
2) suffix: ment (= noun ending)
7. contemporary:
1) prefix: con (=com: together)
2) root: tempor (=time)
3) suffix: ary (=adjective ending)
8. testify:
1) prefix: test (=witness)
2) suffix: fy (=verb ending)
9. abstract:
1) prefix: ab (=away from)
22
EDSL 617, Teaching and Learning L2 Vocabulary
2) root: tract (=draw)
10. intervene:
1) prefix: inter (=between)
2) root: ven(e) (=come)
11. attribute:
1) prefix: at (=ad: to)
2) root: tribut(e) (=allot)
12. extravagant:
1) prefix: extra (=beyond)
2) root: vag (=wander)
3) suffix: ant (=adjective ending)
13. benevolent:
1) prefix: bene (=good)
2) root: vol (=will)
3) suffix: ent (adjective ending)
14. garment:
1) prefix: gar (=protect)
2) suffix: ment (= noun ending)
15. vigor:
1) prefix: vig (=lively)
2) suffix: or (=noun ending)
23
EDSL 617, Teaching and Learning L2 Vocabulary
24
Appendix 3
Guessing from the context
Instruction: On the basis of the context given, please guess the meaning of the word.
1. attach:
1) Be sure not to detach the seat number attached to your ticket.
2) It is always easier to attach a definite label to someone else’s behavior than to
one’s own.
2. integrate:
1) The committee will try to integrate the different ideas into one uniform plan.
2) New manager integrated the new procedures into the old system.
3. attain:
1) The industrious student attained a good result on his exam.
2) She attained the position of executive.
4. entertain:
1) The play failed to entertain its audience.
2) The novel must entertain readers.
5. detect:
1) Small quantities of poison were detected in the dead man’s stomach.
2) My dog detected the smell of smoke in this building.
6. temperament:
1) Park’s temperament is usually very friendly.
2) Shrek’s temperament was out of control. He stood up and challenged a donkey
to a fight.
7. contemporary:
1) Beethoven was contemporary with Napolen.
2) Russel is one of the great contempory thinkers.
8. testify:
1) He agreed to testify on behalf of the accused.
2) Three witnesses testified that they saw the accused hit Mr. Farquard from
behind.
9. abstract:
1) You have to submit an abstract of about 100 words.
2) ‘Love’ is an abstract word.
EDSL 617, Teaching and Learning L2 Vocabulary
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10. intervene:
1) They were about to start fighting when their father intervened.
2) When he burst into the cottage, he saw the struggling and tried to intervene.
11. attribute:
1) He attributed his success to other people’s help.
2) This result can be attributed to several reasons.
12. extravagant:
1) Don’t be so extravagant. Spend your money more carefully.
2) He was so extravagant that his father worried.
13. benevolent:
1) The benevolent institution provided the homeless with blankets and food.
2) The benevolent man contributed 10,000 won for the poor.
14. garment:
1) The garment she is wearing was fashioned after an ancient costume.
2) A warm, dry place is best because the water molecules can leave the suit and
the garment will soon be dry.
15. vigor:
1) For a man of seventy he still has supervising vigor.
2) It seems that he always lacks vigor.
EDSL 617, Teaching and Learning L2 Vocabulary
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Appendix 4
Bilingual Dictionary Use
Instruction: On the basis of the definition of the electronic-dictionary, please write down
the definition of the word. And you are allowed to write repeatedly as many times as you
want to memorize the meaning of each word within the given time.
1. attach:
2. integrate:
3. attain:
4. entertain:
5. detect:
6. temperament:
7. contemporary:
8. testify:
9. abstract:
10. intervene:
11. attribute:
12. extravagant:
13. benevolent:
14. garment:
15. vigor: