The purpose of this study is Korean Vocabulary Mind map Model (here after KVMM) design to improve Korean competence of KFL learners using domestic vocabulary Semantic work Program in mind map model.
Vocabulary has important role as a base for...
The purpose of this study is Korean Vocabulary Mind map Model (here after KVMM) design to improve Korean competence of KFL learners using domestic vocabulary Semantic work Program in mind map model.
Vocabulary has important role as a base for speaking, listening, reading and writing competence. Vocabulary is learned in the context mainly rather than learning it separately. If vocabulary associative and sematic relationship were used, it would be more effective learning than as mentioned above.
There have been lots of studies in language education about educating and instructing by mind map. In Korean education, however, there have not been that many studies as above. In this study, therefore, it recognized the importance of vocabulary ability and to improve vocabulary ability, it designed the KVMM and performed experiments for its effectiveness.
In this study, there were 3 research methods as below.
Firstly, KVMM was designed. Before designing, a vocabulary semantic network refered to classify and categorize vocabularies. Sejong electronic dictionary, sense classification dictionary, U-Win and Core were used for word class as data and programs. The design order was from [STEP 1] to [STEP 6]. Its flow would be word class selection by Jungsup, Kim(2011), mind map organizing and evaluation to choose and apply properly.
Secondly, it made KVMM as vocabulary mind map for class adjusting 『결혼이민자와 함께하는 한국어(Korean with female marital immigrants)』vol. 2 from lesson 1 to 5.
Lastly, the experiments and effect analysis were performed for KVMM. Total 30 of female marital immigrants were experimented dividing into each 15 of control and experimental group. There were 5 experiments for each of 45 minutes to verify learning effect with this class. There were equivalence, pre-to-post, and formative test after each lesson finished. Pre-to-post test was performed in 4 items, antonym, synonym, contextual and relative word.
As a result, it was found that the experimental group using mind map model was improved statistically with the significant number in their vocabulary learning ability. There were significant differences of scale lift in terms of relative word and antonym, on the other hand, contextual word and synonym were not. In order of scale lift difference, relative word, antonym, contextual word and synonym were showed.
After all the experiments finished, a survey was performed to compare the both results of the experiments and the learners’ awareness investigation. There are 32 targets including 20 of learners in 5 classes and 12 of learners in one class. Through the survey, the result for learners’ awareness investigation showed that they recognized the importance and necessity of vocabulary with 96.6% in large percent ratio. Also, they knew that vocabulary scale lift was improved by mind map model. In details, they satisfied in order of relative word, contextual word=synonym, antonym in their learning. They had lots of interests and attentions to mind map model and the learners participated in 5 classes all showed 94% of interest and the learners in one class showed 81%, and the average was 87％ of interest.
The meaning of this study is that a strategy suggestion for Korean vocabulary learning as well as a real vocabulary model construction, application for real textbooks and the effect proof by the experiments. Especially, the significant implication is the possibility of applying this vocabulary model in any kind of textbook through objectification by using mind map subjectively with the existing Korean vocabulary classification studies and domestic semantic network programs constructed. This will be expected to be a tool for producing or proving a vocabulary textbook.
Key Words : mind map model, vocabulary semantic network, vocabulary education, vocabulary ability
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