The purpose of this study is to design a mind map model using the structural features and the term-formation of Chinese characters. The mind map model is suggested that it can be used effectively in the vocabulary teaching of Chinese characters by showing it as a unit of the textbook.
The Sino-...
The purpose of this study is to design a mind map model using the structural features and the term-formation of Chinese characters. The mind map model is suggested that it can be used effectively in the vocabulary teaching of Chinese characters by showing it as a unit of the textbook.
The Sino-Korean vocabulary occupy more than 60% of the Korean vocabulary, and their meaning is very segementalized, so there are advantages to convey precise meaning. Because of these characteristics, Sino-Korean vocabulary is commonly used in professional academic terms.
In Korean language learning, the vocabulary of Sino-Korean from the intermediate level rapidly increases, which causes the burden of the learners. Moreover, since new phenomena and concepts are constantly emerging in the present time, neologisms using Sino-Korean Words are dramatically increasing. Therefore, it is impossible to learn Sino-Korean Vocabulary by memorizing definition method without efficient learning strategy.
However, despite these learners' difficulties in learning Sino-Korean vocabulary, the study of this area has been relatively small compared to other way of learning vocabulary. And also, the study of vocabulary guessing strategy that uses affix or etymology has short history compared to the study in English education that has been developed.
Apparently, there have been a lot of studies and researches to apply the term-formation of Chinese character to class rooms and teaching materials. For example, there is LBH(Learning by Hint) learning method which divides Sino-Koeans by each Chinese character to see the meanings of Chinese character separately. Although evaluating individual vocabulary learning strategies is almost impossible in reality, people with excellent vocabulary learning strategies recognize that each one syllable of Sino-Korean is a lexicon composed of Chinese character. So they use these information as a strategy of inferring meaning by using Chinese character.
This semantic inference strategy is a feature that appears in both learners group from Chinese character culture and non-Chinese character culture. Developing a semantic inference strategy that can utilize the language learning efficiency of Sino-Korean education will be meaningful. However, in order to utilize these learning methods properly, it is necessary to develop learning tools.
In this study, Chinese charater’s term-formation is visualized and implemented as a mind map model. the prodedure of this study is as follows.
First, the list of the International Standard Korean Language Education Model of Kim, Jung - Sup and others (2011) is analyzed for preparatory stage of Sino-Korean mind map designing. This step involves extracting Sino-Korean Vocabulary which containing the high term-formation Chinese character and categorizing them by sound group. In order to determine the learning usability of the extracted Sino-Korean vocabulary, the score index of the International Standard Korean Language Education Model is refered.
Second stage is the step of designing the Sino-Korean mind map model. In this stage, a sound - centered mind map type (here after ‘seed-sound centered mind map’) is selected to show homophobic characteristic of Chinese character. the mind map centered on the seed sound [kjəŋ] expands step by step at the level of the learning vocabulary by the common sounds between vocabularies. learners can easily notice the relation between the vocabularies in the mind map which enhence the effect of memorizing ability.
Lastly, the types of learning methods using mind map are presented and composed as a unit of textbooks as a tool of teaching Sino-Korean Vocabulary. The example of text book unit is designed to learn the principle of the derivation of vocabulary formally and semantically and to show the relation between vocabularies through the schema of learners. In addition, this learning tool was designed to help students to learn and practice word formation principles of Sino-Korean vocabulary.
Effect on learning the Sino-Korean vocabulary by using the seed-sound centered mind map can be much better than simply memorizing definition in the dictionary. Because when learners encounter unfamiliar vocabulary, learners can develop their reasoning ability to strategically deduce their meanings based on their knowledge of chinese character. In addition, the seed-sound centered mind map which visualizes the semantic information of the vocabulary can lead to the longevity of the lexical information. Because the mind map makes us to use the left brain and the right brain at the same time.
Tthe infinite extensibility of the mind map leads to the connection with other several mind maps, and ultimately can form the vocabulary map. Two syllable Chinese characters can be connected to two mind maps and three syllable Chinese words can be connected to three mind maps through each syllable of Chinese characters, so that it is possible to acquire not only Sino-Korean knowledge but also Chinese character knowledge. This learning principle is very beneficial as it enables to learn Chinese character knowledge in an inductive way through the process of semantic reasoning. And also, since learners play a leading role in the process of extending, reasoning and mind mapping, learners could be more active on learning Sino-Korean vocabulary which was the burden.
This study designed and presented a Sino-Korean Vocabulary learning tool as a sound-seed centered mind map. And, it suggests the possibility of using this as unit of textbook. There will be more significance on this study if the effect of the seed-sound centered mind map is verified and the Sino-Korean vocabulary workbook is developed using the mind map model.
The purpose of this study is to design a mind map model using the structural features and the term-formation of Chinese characters. The mind map model is suggested that it can be used effectively in the vocabulary teaching of Chinese characters by showing it as a unit of the textbook.
The Sino-Korean vocabulary occupy more than 60% of the Korean vocabulary, and their meaning is very segementalized, so there are advantages to convey precise meaning. Because of these characteristics, Sino-Korean vocabulary is commonly used in professional academic terms.
In Korean language learning, the vocabulary of Sino-Korean from the intermediate level rapidly increases, which causes the burden of the learners. Moreover, since new phenomena and concepts are constantly emerging in the present time, neologisms using Sino-Korean Words are dramatically increasing. Therefore, it is impossible to learn Sino-Korean Vocabulary by memorizing definition method without efficient learning strategy.
However, despite these learners' difficulties in learning Sino-Korean vocabulary, the study of this area has been relatively small compared to other way of learning vocabulary. And also, the study of vocabulary guessing strategy that uses affix or etymology has short history compared to the study in English education that has been developed.
Apparently, there have been a lot of studies and researches to apply the term-formation of Chinese character to class rooms and teaching materials. For example, there is LBH(Learning by Hint) learning method which divides Sino-Koeans by each Chinese character to see the meanings of Chinese character separately. Although evaluating individual vocabulary learning strategies is almost impossible in reality, people with excellent vocabulary learning strategies recognize that each one syllable of Sino-Korean is a lexicon composed of Chinese character. So they use these information as a strategy of inferring meaning by using Chinese character.
This semantic inference strategy is a feature that appears in both learners group from Chinese character culture and non-Chinese character culture. Developing a semantic inference strategy that can utilize the language learning efficiency of Sino-Korean education will be meaningful. However, in order to utilize these learning methods properly, it is necessary to develop learning tools.
In this study, Chinese charater’s term-formation is visualized and implemented as a mind map model. the prodedure of this study is as follows.
First, the list of the International Standard Korean Language Education Model of Kim, Jung - Sup and others (2011) is analyzed for preparatory stage of Sino-Korean mind map designing. This step involves extracting Sino-Korean Vocabulary which containing the high term-formation Chinese character and categorizing them by sound group. In order to determine the learning usability of the extracted Sino-Korean vocabulary, the score index of the International Standard Korean Language Education Model is refered.
Second stage is the step of designing the Sino-Korean mind map model. In this stage, a sound - centered mind map type (here after ‘seed-sound centered mind map’) is selected to show homophobic characteristic of Chinese character. the mind map centered on the seed sound [kjəŋ] expands step by step at the level of the learning vocabulary by the common sounds between vocabularies. learners can easily notice the relation between the vocabularies in the mind map which enhence the effect of memorizing ability.
Lastly, the types of learning methods using mind map are presented and composed as a unit of textbooks as a tool of teaching Sino-Korean Vocabulary. The example of text book unit is designed to learn the principle of the derivation of vocabulary formally and semantically and to show the relation between vocabularies through the schema of learners. In addition, this learning tool was designed to help students to learn and practice word formation principles of Sino-Korean vocabulary.
Effect on learning the Sino-Korean vocabulary by using the seed-sound centered mind map can be much better than simply memorizing definition in the dictionary. Because when learners encounter unfamiliar vocabulary, learners can develop their reasoning ability to strategically deduce their meanings based on their knowledge of chinese character. In addition, the seed-sound centered mind map which visualizes the semantic information of the vocabulary can lead to the longevity of the lexical information. Because the mind map makes us to use the left brain and the right brain at the same time.
Tthe infinite extensibility of the mind map leads to the connection with other several mind maps, and ultimately can form the vocabulary map. Two syllable Chinese characters can be connected to two mind maps and three syllable Chinese words can be connected to three mind maps through each syllable of Chinese characters, so that it is possible to acquire not only Sino-Korean knowledge but also Chinese character knowledge. This learning principle is very beneficial as it enables to learn Chinese character knowledge in an inductive way through the process of semantic reasoning. And also, since learners play a leading role in the process of extending, reasoning and mind mapping, learners could be more active on learning Sino-Korean vocabulary which was the burden.
This study designed and presented a Sino-Korean Vocabulary learning tool as a sound-seed centered mind map. And, it suggests the possibility of using this as unit of textbook. There will be more significance on this study if the effect of the seed-sound centered mind map is verified and the Sino-Korean vocabulary workbook is developed using the mind map model.
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