• The Journal of the Korea Contents Association
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• v.16 no.8
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• pp.332-344
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• 2016

This study aimed at investigating the effects of grouping participants in pairs according to their relative vocabulary proficiency on the incidental improvement of vocabulary knowledge. Forty six university students were divided into three groups (high-high(n=14), high-low(n=18), or low-low(n=14)) and took part in the study. They performed three vocabulary activities in pairs as extra-class works. Data were collected from one receptive vocabulary knowledge test scores before treatment and two posttest scores after treatment. The results showed that, unlike former study results, HL dyads acquired more vocabulary receptively and productively than HH or LL dyads did, which demonstrated that collaborative pair activity was conducive to the growth of vocabulary knowledge. Furthermore, not only higher proficiency participants in HL pairs made greater vocabulary gains than participants in HH pairs did but also lower proficiency participants gained more vocabulary than participants in LL pairs did. Based on these results, we discussed pedagogical implications.

• Korean Journal of Cognitive Science
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• v.24 no.4
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• pp.339-363
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• 2013

The age of acquisition effect is the phenomenon in which the words acquired early in life are processed better than the words acquired later in life. Age of acquisition and word frequency are critical factors in lexical processing. In this study we examined the age of acquisition effects in Hangul word recognition. In Experiment 1, we examined the AoA effects in word naming and lexical decision tasks. The results showed that there was an interaction between task and age of acquisition. The AoA effects appeared only in the lexical decision task. In Experiment 2, we examined the relationship between age of acquisition and word frequency in the lexical decision task. The results showed that the two variables were significant. The early-acquired words were processed better than the words acquired later, and the words with high frequency were processed better than the words with low frequency. However, there was no interaction between the two variables. In Experiment 3, we examined how phonological changes in Hangul words influence the AoA effects. The results show that the AoA effects were similar whether phonological changes occur or not. Our results are discussed in terms of several theoretical hypotheses.

• The Journal of the Korea Contents Association
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• v.15 no.7
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• pp.629-642
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• 2015

The aim of this study is to investigate the efficacy of pair/group work on the improvement of receptive and productive vocabulary knowledge. One hundred and twelve university students participated in the study and they were divided into three groups. Pair work group(n=42) performed three vocabulary activities in pairs as extra-class works, and Individual work group(n=38) did them alone. On the other hand, Group work group(n=32) did the activities in groups consisting of four or five people during the class. Data were collected from one pretest and two posttest scores. The results showed that collaborative group work was conducive to the growth of both receptive and productive vocabulary knowledge. In contrast, pair groups who do not work collaboratively gained least vocabulary knowledge among three groups. From collaborative group work, participants in higher proficiency levels made greater vocabulary gains than those at lower levels. Based on these results, pedagogical implications are discussed.

• Journal of Digital Convergence
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• v.13 no.4
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• pp.191-203
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• 2015

In foreign language, vocabulary is the most essential and fundamental elements. Traditional language learning methods that are to understand and to memorize the English contents can only be obvious limitations. In this paper, we proposed the speaking-centered learning methods based on cognitive strategies and speech recognition considering the learner characteristics. We have designed and implemented the cognitive strategy-based speaking training system for acquisition elementary English vocabulary. We were divided into control group and the experimental group and applied to the system to analyze the learning effect. The result of Analysis, the proposed system is increased motivation and achievement of learners. In addition, the proposed system is improved an academic learning participation, Project accomplish, self-interesting and leadership skills. Through this study, we expect that students improve the ability of practical skills in speaking English.

• Proceedings of the KAIS Fall Conference
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• 2007.11a
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• pp.89-91
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• 2007

본 논문은 인간의 어휘획득(Lexical Aquisition)과정을 하이브리드(hybrid)한 형태의 계산주의적(Computational) 모델을 설계,반복 실험을 통해 인지신경기반의 어휘습득 모델을 구현하고 실험하였다. 이 연구를 통해 인간의 어휘획득 과정을 모사(simulate)할수 있었고, 이로인해 인지신경기반 어휘 정보처리 시스템 개발을 위한 자동어휘 획득, 심성 어휘집 표상, 어휘 인식(word recognition)의 계산주의적 모델 개발에 기여할 수 있을 것이다.

• Therapeutic Science for Rehabilitation
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• v.8 no.3
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• pp.83-95
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• 2019

Objective: The purpose of this study was to investigate the effects of the Power Card strategy on the receptive vocabulary and expressive vocabulary in children with autism spectrum disorders. Method: Three children with autism spectrum disorder were selected for this study and the power card strategy language intervention was applied, using a multiple baseline design across individuals. The target vocabulary was selected by examining the individual preferred characters. Power cards were constructed, and intervention was applied to improve the receptive vocabulary and expressive vocabulary through the baseline stage, intervention, and maintenance. Result: The application of the power card strategy showed that the acquisition rate of receptive vocabulary in children with autism spectrum disorder was increased, and expressive vocabulary acquisition rate was also improved. Conclusion: During the intervention period using the power card strategy, the children's target receptive vocabulary and expressive vocabulary acquisition rates improved, and the acquisition rate was maintained, even after the intervention. This suggests that the power card strategy is effective in improving the vocabulary of autistic children with disabilities, of school age.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.3
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• pp.233-252
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• 2001

1970년이래 외국어학습 및 교수법에 있어서 어휘에 관련된 문제들에 많은 관심과 그 중요성이 인식되고있다. 특히 Fleischer/Buz (1992)등에 의한 당해 영역의 연구물 뿐 아니라, 전문서적 및 어학 자료(교재)등에서도 이러한 중요성이 강조되어 왔음을 알 수 있다. Fleischer등은 조어규칙의 개념과 조어모델을 규정하는 근거들로 생산성 Produktivitat, 용인성 Akzeptabilitat, 조어참여성 Aktivitat등 중요한 매개요인으로 간주하고 있으며 $G\"{o}tze/ Hess-Luttich$ (1999)등의 학자들은 어휘체계에서 두 개 이상의 구성성분들이 결합하여 당해 시대의 시대정신이나 시대상에 부합되는 신조 어휘들을 생성하며, 또한 그 사회의 정보화와 기술화에 이바지하며, 이를 통해서 전문어의 생산력을 한층 높혀 주는 통로로 작용함을 주장한바 있다. 본고에서는 조어론의 이러한 기본원리나 개념들에 입각하여 독일어 수업에서 목표어의 습득에 관여적인 역할을 수행하는 조어모델, 즉 합성어와 파생어를 형용사와 명사의 층위에서 구체적으로 분석하고 기술했다. 예컨데, 합성어에 있어서 접두사와 접미사, 조어의 유형 가운데 축약어, 그리고 외래어 기저와 고유어 접미사 및 접두사, 고유어기저와 외래어접미사(접두사) 뿐만 아니라, 의미론적 관점에서 본 합성어의 형태, 합성 연결소의 형태와 기호의 사용, 명사적 파생어에서 고유어접미사(접두사), 축약조어와 축약어 단어형성, 형용사조어의 특성, 명시적파생 가운데 고유어(외래어) 접미사(접두사) 등이 어휘생성과 어휘신장의 관점에서 교수법의 적용가능성이 논의되었다. 결론부에서는 외국어를 습득하고자하는 학습자에게 일방적이고 획일적인 암기식 위주의 어휘학습방법에서 벗어나, 목표어가 요구하는 새로운 어휘를 획득하는데 비교적 용이하며 또한 체계적으로 습득 할 수 있도록 인지론에 기대어 텍스트, 문장, 어휘영역 등이 투입되어 적용되었으며, 이에 상응되게 구체적인 몇몇 방안들이 제시되었다. 학습자들이 텍스트를 읽고 중심내용을 찾아내며, 단락을 구획하고 또한 체계를 파악하는데 있어서 어휘연습은 외국어 교수법 측면에서도 매우 관여적이며 시의적절한 과제라 생각된다.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• Proceedings of the KAIS Fall Conference
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• 2007.05a
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• pp.230-232
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• 2007

본 논문은 인간의 언어정보처리과정 중 초기 어휘획득(lexical acquisition) 과정을 한국어에 적용시켜 Full-List 모형과 Decomposition 모형의 하이브리드한 형태의 계산주의적 (computational) 어휘정보처리 모델을 구현하고 실험하였다. 실험결과 학습을 통한 언어적 입력의 인간의 어휘획득 과정을 모사(simulate) 할 수 있었고, 특정 문법범주 습득 순서에 대한 이론적 근간을 제시할 수 있었다. 또한 본 연구의 모델에서 자동으로 생성된 Full-List 사전과 Decomposition 사전을 통해 인간의 대뇌 심성표상(mental representation) 형태를 유추할 수 있는 증거를 보였다.

• Proceedings of the Korean Information Science Society Conference
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• 2003.10a
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• pp.556-558
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• 2003

초등학생들에게 읽기 교과서는 어휘 습득에 있어 의도적인 자료의 시작으로, 그 어휘를 조사, 계량화하는 일의 의미는 매우 크다고 할 수 있다. 어휘 조사 과정의 중요한 작업은 많은 양의 자료를 색인, 계량하는 일이다. 이러한 자료 처리에 컴퓨터를 이용하면, 많은 부분을 자동화 할 수 있으며. 분석된 자료를 이용하여 다양한 작업이 가능할 것이다. 많은 양의 자료를 원활하게 처리하기 위해서는 적절한 도구가 필수적이다 이에 어휘 조사 과정을 보다 편리하게 하고, 자동으로 처리할 수 있으며, 만들어진 자료를 재활용 할 수 있는 어휘 조사 도구를 설계하게 되었다.