KIPS Transactions on Software and Data Engineering (정보처리학회논문지:소프트웨어 및 데이터공학)

Korea Information Processing Society (한국정보처리학회)
권호 표지
DOI QR코드

DOI QR Code

Word Spell: Associative-Phonological Learning Method for Second Language Learners

Word Spell: 외국어 학습자를 위한 단어 학습 방안, 연상 및 연음 효과를 중심으로

  • 홍원의 (한국과학기술원 지식서비스공학과) ;
  • 문성원 (한국과학기술원 지식서비스공학과) ;
  • 권가진 (한국과학기술원 지식서비스공학과)
  • Received : 2014.07.04
  • Accepted : 2014.08.20
  • Published : 2014.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

Foreign language learners want to remember newly learned vocabularies for as long as possible. As demand for learning English as a second language grows, effective ways of memorizing English vocabularies also attract much interest so that various methods and apparatus are developed in order to support effective memorization. In this research, we introduce a new way of memorizing English vocabularies and evaluate the performance compared to an existing qualified method. Our study result shows that learners who memorize English words using our suggested method maintained a higher retention rate than those who studied using the existing method. From this research, we expect to gain new insights of effective way in learning English vocabularies.

외국어 단어를 학습하는 학습자는 새롭게 외운 단어를 가능한 오래 기억하기 원한다. 영어를 외국어로 학습하는 수요가 늘면서, 효과적인 영단어 암기 방안에 대한 관심 또한 꾸준히 증가하고 있다. 이러한 요구에 힘입어, 영단어 학습자의 단어 암기 효율을 높이기 위한 방안 및 학습 기기가 다수 제시되어 왔다. 본 연구에서는 특히 고급 영어 어휘를 암기하고자 하는 한국인 학습자를 대상으로 한 새로운 영어 단어 학습 기법을 소개하고 그 효과를 기존 사례와의 성능비교를 통해 성공적으로 검증하였다. 실험 결과로부터 본 방법을 통해 암기 과제를 수행한 학습자가 새로 암기한 단어들의 시간 지연에 따른 망각 정도가, 기존 방법을 따랐을 때보다 적음을 알 수 있었다. 본 연구가 영단어 학습자들이 보다 효과적으로 영단어를 학습할 수 있도록 도움이 될 것으로 기대한다.

Keywords

References

  1. Lambert, J., Cuper, P., "Multimedia technologies and familiar spaces: 21st-century teaching for 21st-century learners", Contemporary Issues in Technology and Teacher Education, 2008.
  2. Paas, F. Renkel., A., and Sweller, J., "Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture", Instructional Science 32, pp.1-8, 2004. https://doi.org/10.1023/B:TRUC.0000021806.17516.d0
  3. Mayer, E. R, Moreno R., "Nine ways to reduce cognitive load in multimedia learning", Educational Psychologist, Vol.38, No.1, pp.43-52, 2003. https://doi.org/10.1207/S15326985EP3801_6
  4. Sternberg, R. J., "Cognitive theory (3rd ed.)", Belmont, CA: Thomson Wadsworth, 2003.
  5. Reed, S. K., "Cognition: Theories and application (8th ed.)", Belmont, CA: Wadsworth Cengage Learning, 2010.
  6. Paivio, A., "Mental representations: a dual coding approach", Oxford. England: Oxford University Press, 1986.
  7. Reed, Stephen. K., "Cognition: Theory and Applications(7th ed)", 2006.
  8. Clark, C. R., Mayer, E. R., "E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning(2nd ed.)", Pfeiffer, 2008.
  9. Sung, J., Cho, K., "The influence of media type on attitude toward mobile advertisements over time", Cyberpsychology, Behavior, and Social Networking, Vol.15, No.1, 2012.
  10. Walker, I., Hulme, C., "Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall", Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol.25, No.5, pp.1256-1271, 1999. https://doi.org/10.1037/0278-7393.25.5.1256
  11. Sternberg, J. R., "Most Vocabulary is learned from context", The nature of vocabulary acquisition, pp.89-106, 1987.
  12. Potter M C., Kroll J F., Yachzel, B., Carpenter E, and Sherman, J., "Pictures in sentences: Understanding without words", Journal of experimental psychology. General, Vol.115, No.3, pp.281-294, 1986. https://doi.org/10.1037/0096-3445.115.3.281
  13. Schmitt, N., McCarthy, M., "Vocabulary: Description, Acquisition and Pedagogy", Cambridge University press, 1997.
  14. K. Ericsson, "Exceptional Memorizers: made, not born", Trends in Cognitive Science, Vol.7, No.6, pp.233-235, 2003. https://doi.org/10.1016/S1364-6613(03)00103-7
  15. Chase, G, W., Ericsson. A. K., "Skill and working memory", In G. H. Bower, ed., The psychology of learning and motivation, Vol.16, pp.1-58, 1982. https://doi.org/10.1016/S0079-7421(08)60546-0
  16. Brown, S., Craik, C., Fergus I. M. Tulving, and Endel (Ed), "The Oxford handbook of memory", New York, NY, US: Oxford University Press, xiv, 700, pp.93-107, 2000.
  17. Bower, H. G., "Analysis of a mnemonic device: Modern psychology uncovers the powerful components of an ancient system for improving memory", American Scientist, Vol.58, No.5, pp.496-510, 1970.
  18. Costanza., P., Valentine, T., and Baddeley, A., "Phonological short-term memory and foreign-language vocabulary learning", Journal of Memory and Language 30, pp.331-347, 1991. https://doi.org/10.1016/0749-596X(91)90040-Q
  19. Bailey, M. T., "Determinants of wordlikeness: phonotactics or lexical neighborhoods?", Journal of Memory and Language 44, pp.568-597, 2001. https://doi.org/10.1006/jmla.2000.2756
  20. Peter F. de Jong, Marie-Jose Seveke, and Marjo van Veen., "Phonological sensitivity and the acquisition of new words in children", Journal of Experimental Child Psychology 76, pp.275-301, 2000. https://doi.org/10.1006/jecp.1999.2549
  21. Likert, R., "A Technique for the Measurement of Attitudes", Archives of Psychology 140, pp.1-55, 1932.

Cited by

  1. A Study of Smart Convergence Design of English Vocabulary Learning Contents Applying the Periodic Repetitive Method vol.7, pp.4, 2016, https://doi.org/10.15207/JKCS.2016.7.4.133