WO2009008667A2 - Livre de cours pour apprendre une langue étrangère et dispositif de relecture utilisant celui-ci - Google Patents

Livre de cours pour apprendre une langue étrangère et dispositif de relecture utilisant celui-ci Download PDF

Info

Publication number
WO2009008667A2
WO2009008667A2 PCT/KR2008/004043 KR2008004043W WO2009008667A2 WO 2009008667 A2 WO2009008667 A2 WO 2009008667A2 KR 2008004043 W KR2008004043 W KR 2008004043W WO 2009008667 A2 WO2009008667 A2 WO 2009008667A2
Authority
WO
WIPO (PCT)
Prior art keywords
words
word
foreign language
meaning
book
Prior art date
Application number
PCT/KR2008/004043
Other languages
English (en)
Other versions
WO2009008667A3 (fr
Inventor
Seung-Ho Kim
Original Assignee
Seung-Ho Kim
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Seung-Ho Kim filed Critical Seung-Ho Kim
Priority to CN200880023902A priority Critical patent/CN101730910A/zh
Priority to JP2010514648A priority patent/JP2010531475A/ja
Publication of WO2009008667A2 publication Critical patent/WO2009008667A2/fr
Publication of WO2009008667A3 publication Critical patent/WO2009008667A3/fr

Links

Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/06—Foreign languages
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/06—Foreign languages
    • G09B19/08—Printed or written appliances, e.g. text books, bilingual letter assemblies, charts
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/06—Electrically-operated educational appliances with both visual and audible presentation of the material to be studied
    • G09B5/062—Combinations of audio and printed presentations, e.g. magnetically striped cards, talking books, magnetic tapes with printed texts thereon

Definitions

  • the present invention relates to a foreign language study book and a replaying device using the book, and more particularly, to a foreign language study book which can improve the proficiency of learning a foreign language by being designed to suit the characteristics of the human brains in order to increase the vocabulary and writing ability required to develop effective foreign language skills, and a replaying device using the book.
  • vocabulary ability cannot be obtained by simply learning the spelling, pronunciation, and meaning of words.
  • the vocabulary ability requires that other grammatical information inherent in the use of words (for example, what words are usually accompanied by specific words in a sentence; in what order these specific words and the accompanying words are usually arranged; or what kind of function words such as prepositions are required for the words) be learned altogether.
  • writing ability does not exist alone and the vocabulary ability can be regarded as the essence of writing ability.
  • a word of a foreign language should not be learned in units of spellings or pronunciations, but even though words have the same pedigree, if the words are used for different meanings in actual use, the words should be treated as different words.
  • the conventional methods have made a mistake that separate words which are different from each other are treated as identical words on the ground that the words have the same spellings and pronunciations.
  • the meaning of the word which is one element of the information is proceeding with difficulties by unnecessary meaning interference caused by the words having the same spelling.
  • Learners are confused only in learning a foreign vocabulary, while if words of their mother tongues have different meanings, learners can well distinguish and learn the words as different words. The reason why the learners are confused is not because of that thus memorizing has any linguistic advantage, but because of just the aftermath of the attempts to learn vocabularies with the conventional collection methods of foreign language dictionaries or with foreign language study books edited based on the conventional collection methods, such as vocabulary books or reading compression books. Classification of words based on spellings in the conventional foreign language dictionaries is only for easiness in search, and is not designed to benefit foreign language learning.
  • Another reason for the confusion is a way of thinking that tends to distinguish vocabulary from grammar in a dichotomical manner. So far, learners of foreign languages are studying vocabularies in a manner in which words are distinguished from grammar and plugged into formulas of a grammar theory. The way of thinking that words are different from the grammar leads to an incorrect thinking that One word has numerous meanings'. For example, when reading, if a word of a predetermined spelling is shown, all meanings included in an English-Korean dictionary are found, and then one from among the meanings is selected and plugged in. After performing the same processes for all words in one sentence, the sentence is understood. However, in all words in the world including foreign language vocabularies, the truth is that one word does not include a plurality of meanings but one meaning uses a plurality of numerous words.
  • the vocabulary ability does not mean a state in which only the meanings of words are simply memorized, but means a state in which words of a foreign language which is the target of study, matching words of the words, word order information of each matching words, and function word information are learned as a package. Also, the word order information or the function word information (prepositions, articles, etc. in English, and postpositional words, etc.
  • the word order information is treated as a grammatical theory and memorizing the information is tried in a short time, or a function word which is a grammatical word is treated the same other content words and memorizing the function word unconditionally is tried.
  • a function word which is a grammatical word is treated the same other content words and memorizing the function word unconditionally is tried.
  • a process in which a human being learns words is a method of mother tongue words -> foreign language words (meaning -> foreign language words, i.e., a Korean-English method), and a method of language expression (speaking and writing) is also more important in a principle in which the sentence using ability is shown.
  • Development of the vocabulary and composition ability should have been tried in these methods as much as possible.
  • the conventional foreign language learning has been focused on only a method of foreign language words -> mother tongue words (foreign language words -> meanings, i.e., an English-Korean method), and a method of understanding language (reading and listening).
  • development of the foreign language ability had to be slow.
  • the method is not useful or slightly.
  • the method is focused on avoiding distorted transfer of words spoken or written to a listener or reader and thus requires a higher level of vocabulary ability. Accordingly, the method can be used in the understanding language environment.
  • the abnormal methods such as a code breaking method or a plug-in method using a formula have been continuously adhered to, opposing to or being alienated from the principle that the language ability is shown in a human being.
  • the most important factor to show the foreign language ability is essentially the true vocabulary and composition ability as described above in the second topic, but without suggesting any direction for developing the ability, the conventional methods have been unconditionally tried, resulting in no improvement in the foreign language ability. That is, it is already known that the method of memorizing grammatical rules as a theory and then plugging in words of which only the meanings are memorized, or the learning method of listening to tapes again and again is already very far from the essence of the study.
  • the books do not contribute to development of vocabularies of learners likewise.
  • the books can be understood fully in the explanation of the foreign language dictionaries. Accordingly, instead of explaining as a different item, the vocabulary books will be explained by explaining the foreign language dictionaries.
  • this method using 'foreign language dictionaries explaining in the foreign language is basically a method which is not helpful for checking the meanings of foreign language words or learning foreign language words from a standpoint of a foreigner who does not use the language as the mother tongue.
  • it is a very risky method. This is because in order to utilize these dictionaries, the language ability of American children at least seven years old or over is needed. That is, these dictionaries can be used only when the foreign language can be understood and expressed as a mother tongue.
  • dictionaries should be made to be helpful to studying of the vocabulary of a foreign language after psychological studies are performed to suit the characteristics of human brains.
  • dictionaries used by native speakers of a foreign language are directly copied and arranged as Korean synonyms, and therefore the dictionaries are ineffective.
  • the conventional foreign language dictionaries are made simply to make search easier, but are not made to suit development of vocabulary and composition ability of the foreign language. Without understanding this, education authorities and learners continue to habitually use the dictionaries.
  • the present invention provides a foreign language study book which is constructed in a form in which a process for learning the spelling and pronunciation is prepared before a full-scale learning, and then, even though words have the same spellings and pronunciations, if the words have different meanings, all the words are distinguished as different words and separately included over the whole study book, and each word is included to be positioned in a sentence, and at least one or more matching words which usually accompany a learning target word of the foreign language are included such that a variety of emphasis marks are put on each learning target word of the foreign language and a different mark is put on each matching word, and example sentences in which a variety of parts of speech are used are included together, and a replaying device using the book.
  • the present invention also provides a foreign language study book which includes a plurality of foreign language synonyms corresponding to a plurality of words of a mother tongue, and sentences composed in the foreign language corresponding to sentences in the mother tongue are included, such that a variety of emphasis marks are put on each learning target word of the foreign language and a different mark is put on each matching word, and words showing conversion of a part of speech are collected and included, and a replaying device using the book
  • the present invention also provides a foreign language study book which in including headwords, even though words have the same spellings and pronunciations, if the words have different meanings, all the words are distinguished as different words and included as different headwords and each headword is included to be positioned in an example sentence, and at least one or more matching words which usually accompany each headword are included such that a variety of emphasis marks are put on each search target headword and a different mark is put on each matching word, and example sentences in which a variety of parts of speech are used are included together, and a replaying device using the book.
  • a foreign language study book in which learning target foreign language words are distinguished as different words based not on the spelling or pronunciation unit but on the meaning unit of each word, and the words having different meanings are arranged by being dispersed over the whole inclusion area of the study book.
  • At least one of the learning target foreign language word included in example sentences using the learning target foreign language word, a meaning explaining word explaining the meaning of the learning target foreign language word, a matching word accompanying the learning target foreign language word, and a matching meaning word accompanying the meaning explaining word may be marked by an emphasis mark and included.
  • a word showing conversion of a part of speech from among the learning target foreign language words included in the example sentences using the learning target foreign language words is included is placed, a variety of examples of conversion of a part of speech of the word may be collected and included.
  • a foreign language study book in which search target head words are distinguished as different head words based not on the spelling or pronunciation unit but on the meaning unit of each word.
  • At least one of the search target head word included in example sentences using the search target head word, a meaning explaining word explaining the meaning of the search target head word, a matching word accompanying the search target head word, and a matching meaning word accompanying the meaning explaining word may be marked by an emphasis mark and included.
  • a foreign language study book in which at least one of a learning target foreign language word included in an example sentence using foreign language words, and a meaning explaining word explaining the meaning of the learning target foreign language word is marked by an emphasis mark, and at least one of a matching word accompanying the learning target foreign language word, and a matching meaning word accompanying the meaning explaining word is marked by an emphasis mark and included.
  • a book wherein a variety of inflections of all foreign language words included in the foreign language study book, or of the learning target foreign language words, the search target head words, the foreign language words, or the learning target foreign language words are included.
  • a replaying device at least once recording foreign language words and foreign language sentences from in the contents of the foreign language study book or the whole contents according to the inclusion method.
  • a replaying device at least once recording a variety of inflections of all foreign language words included in the foreign language study book or of the learning target foreign language words, the search target head words, the foreign language words, or the learning target foreign language words are included.
  • a replaying device which is structured and constructed as a digital recording apparatus, or an online apparatus, or a magnetic recording apparatus, based on the content and method of the variety of foreign language study books.
  • the foreign language study books and the replaying devices using the books according to the present invention can achieve the following effects.
  • the foreign language dictionary and vocabulary books according to the present invention can also greatly contribute to development of practical vocabulary and composition ability no less than other foreign language study books according to the present invention.
  • FIGS. 1A through 1 H are structural diagrams illustrating a study book formed in a method of mother tong words for words of a foreign language according to an embodiment of the present invention.
  • FIGS. 2A through 2D are structural diagrams illustrating emphasis marks for learning target words of a foreign language and matching words for the target words according to an embodiment of the present invention.
  • FIG. 3 is a structural diagram illustrating a study book structured in a method of foreign language words and sentences for meanings according to an embodiment of the present invention.
  • FIG. 4 is a structural diagram illustrating a foreign language dictionary and a vocabulary book according to an embodiment of the present invention.
  • FIGS. 5A through 5C are structural diagrams illustrating a phenomenon of conversion of a part of speech of a word according to an embodiment of the present invention.
  • FIG. 6 is a structural diagram illustrating part of a study book for spellings and pronunciations of words including inflection in a variety of forms of words of a foreign language according to an embodiment of the present invention.
  • FIGS. 7A and 7B are structural diagrams illustrating an arrangement method of a dictionary, a wordbook, and a vocabulary book according to an embodiment of the present invention.
  • FIG. 8 is a structural diagram illustrating an example of a screen of a replaying device according to an embodiment of the present invention.
  • the dictionary according to an embodiment of the present invention includes indications of matching words, or a phenomenon of conversion of a part of speech, and employs the method in which words are treated separately according their meanings as describe above.
  • This collection method contributes not only to the purpose of simply searching for words, but also to enabling substantially efficient and easy learning of words by preventing confusions caused by words having the same spellings and pronunciations in the searching process.
  • a variety of learning target words of the foreign language are included in a situation in which the words are necessarily put, i.e., in the form in which each word is exposed in a sentence.
  • search target head words' are included in a situation in which the words are necessarily put, i.e., in the form in which each word is exposed in a sentence.
  • an emphasis mark is put so that the learning target word of the foreign language can be outstanding among other words in the sentence.
  • a mark is put to distinguish the matching word from other words such that it can be clearly shown that the matching word is grammatically associated with the target word.
  • a word cannot exist independently separate from a sentence (a situation). Accordingly, if the meaning of a word is learned by putting the word as a single unit not in the form in which the word is put in a sentence, the vocabulary ability showing practical foreign language ability cannot be formed in brains. Use of a word by a person is enabled not only by completely learning meanings of the word in detail. Rather, the meaning of a word can be quickly found by identifying other grammatical information such as information on which is a matching word that usually accompanies the target word, which word order relationship between the matching words is formed, and how the word receives help of function words such as a preposition or article.
  • learning target words of a foreign language and matching words of the target words are constructed in a discriminative manner from other words so that other grammatical information, such as information on which is a matching word of a learning target word of the foreign language, word order information and function word information, can be seen at a glance and training more focused on this information can be made.
  • embodiments of the present invention are systematically constructed so that training of observing other grammatical information, such as information on which is a matching word, which word order relationship the matching words have, and how the words receive help of a function word such as a preposition, can be continuously performed.
  • composition ability a foundation for the vocabulary of a foreign language (composition ability) is established, and therefore it has a great influence on additionally learning numerous foreign language synonyms. More specifically, if a person has learned a proper threshold amount of vocabulary (composition ability), there will always be a word which the person sees for the first time but there will not be any word that the person does not know.
  • this will be referred to as a 'synonym characteristic', and because of this, even if a word is seen for the first time and unfamiliar, which meaning the word has can be easily identified through the position in which the word is placed, i.e., through neighboring matching words accompanying the word, and through grammatical information.
  • This effect is defined as a 'synonym characteristic effect 1 in the present invention.
  • the learning area of a 'method of foreign language words for mother tongue words (i.e., a Korean-English method)' and the learning area of a "method of composing a foreign language sentence for a mother tongue sentence (expression language method)' are formed to have the same weights of importance.
  • a process in which a word is learned by a person is by a method of mother tongue words -> foreign language words (meanings -> foreign language words, i.e., a
  • the best method is to learn a target word together with a matching word which normally accompanies the target word in a sentence.
  • it has a good effect on training the expression language ability. Accordingly, it is preferable to collect and learn synonyms together so that without losing balance, use of a variety of synonyms can be experienced in brains, and systematically learned.
  • the word since a word is learned on the assumption that the word is to be used, and the word has a delicate difference according to a matching word, the word should be learned with the word being in a sentence.
  • the conversion of a part of speech is that a part of speech is converted to another part of speech.
  • An example is that a Korean verb 'kada (go)' is converted into a noun 'kam (going) 1 through inflection in the ending of the word.
  • the way in which the phenomenon of the conversion of a part of speech happens is slightly different in each language.
  • a language having an agglutinative language (postposition-oriented language) grammar such as Korean, 'the ending of a word' is changed as above, thereby converting a part of speech.
  • English is a language (position-oriented language) in which a part of speech is determined according to a position in which a word is placed. Accordingly, conversion of a part of speech in English has a characteristic that the part of speech of a word changes according to a position in which the word is placed in a sentence without inflection, except some special cases (usually Latin or Greek-origin words).
  • Training of words and sentences according to this conversion of a part of speech has a considerable advantage.
  • the conversion of a part of speech of a Korean word occurs according to a change in the ending of a word, if a Korean trains for changing the endings of words to change a meaning desired to be expressed, the vocabulary and composition ability increase together.
  • the conversion of a part of speech of the words can also be used.
  • the part of speech of a word changes according to a position in which the word is placed in a sentence without inflection.
  • a 'learning target foreign language word' or a 'search target head word' is a word showing the 'conversion of a part of speech' phenomenon, for example, if the word is used as a verb and also as a noun without inflection, or is used as an adjective and also as an adverb or verb without inflection, example sentences in which a variety of conversions of a part of speech occur are collected and included in one place so that efficiency of development of the vocabulary and composition ability can be increased.
  • a separate study book and a reproduction device such as a voice recording medium are prepared so that spellings and pronunciations can be first studied before learning words in a full scale.
  • Both a synonym expressed in a mother tongue and a foreign language word are the same synonyms of a mother tongue word. Nevertheless, while the spelling and pronunciation of the synonym expressed in the mother tongue can be easily memorized, the spelling and pronunciation of the foreign language word cannot be easily memorized. Accordingly, even before studying in a full scale which meaning a foreign language word includes, and which grammatical information is included in the word, the spelling and pronunciation of the foreign language word itself are felt as burdensome, and this causes considerable stress and difficulties in learning words. Accordingly, in the present invention, the spelling and pronunciation of a foreign language word are easily and effectively made to be merged into a meaning.
  • a study method suitable for the characteristics of brains should be determined. For example, attempts to unreasonably merge unfamiliar spellings and pronunciations with meanings as the conventional methods should not be made.
  • a process for make spellings and pronunciations of words of the foreign language familiar is arranged according to the embodiment.
  • FIGS. 1A through 1H are structural diagrams illustrating a study book formed in a method of mother tong words for words of a foreign language according to an embodiment of the present invention.
  • FIGS. 1A through 1 H in the foreign language study book according to the present embodiment, even though words have the same spellings and pronunciations or the same origins, if the words have different meanings, each of the words is treated as a different word, and the words are irregularly dispersed and arranged over the whole area of the study book.
  • 'give' (G5) having a meaning of 'to collapse' are included in page 43 (FIG. 1A), page 71 (FIG. 1 B), page 210 (FIG. 1 D), page 354 (FIG. 1 F), and page 513 (FIG. 1 H), respectively.
  • the words are dispersed and arranged irregularly enough to completely remove the possibility of meaning interference between these words to happen.
  • 'bill' (B1 ) having a meaning of a 'draft', 'bill 1 (B2) having a meaning of an 'account', 'bill' (B3) having a meaning of 'paper money 1 , and 'bill' (B4) having a meaning of a 'leaflet 1 are included in page 43 (FIG. 1A), page 210 (FIG. 1 D), page 290 (FIG. 1 E), and page 420 (FIG. 1G), respectively, and in this way, the words are dispersed and arranged randomly enough.
  • 'make up' which is a phrase verb (i.e., a phrasal verb, a phrase, an idiom, etc., hereinafter referred to as a word)
  • 'make up 1 (M1 ) having a meaning of f to put cosmetics on the face 1
  • 'make up' (M2) having a meaning of 'to fake'
  • 'make up' (M3) having a meaning of 'to form'
  • 'make up' (M4) having a meaning of 'to reconcile 1 are included in page 71 (FIG. 1 B), page 103 (FIG. 1 C), page 354 (FIG. 1 F), and page 513 (FIG. 1 H), respectively, and in this way, the words are dispersed and arranged irregularly.
  • the words, 'fine' (F1-F3), 'some' (S1-S3), and 'on' (O1-O3), having the rest spellings and pronunciations, included in the examples of FIGS 1A through FIG. 1 H, are dispersed and arranged irregularly over the whole area of the study book regardless of the spellings and pronunciations or the origins of the words, as other words.
  • each of the words is treated as a different word, and the words are dispersed and arranged irregularly over the whole area of the study book without order so that a meaning interference phenomenon of words caused by the same spellings and pronunciations can be prevented before it happens. Also, learning should be performed in this sequence. By doing so, the meaning of each word can be easily learned without confusion. Also, in the case of a 'foreign language dictionary 1 among foreign language study books, the dictionary is structured as illustrated in FIG. 4. For example, in relation to a search target head word 'fine' 400, though the words have the same spelling and pronunciation, the words have different meanings.
  • the words are distinguished and included separately as 'fine' having a meaning of 'nice 1 , 'fine' having a meaning of "thin 1 , 'fine' having a meaning of 'clear' and 'fine' having a meaning of a 'monetary penalty 1 .
  • the dictionary can be used not only for the purpose of simply searching for words, but also for prevention of confusions of words caused by the same spellings and pronunciations in the searching process.
  • the dictionary can easily double the effect of study such that it can perform the function of a foreign language study book as well as a search function.
  • a variety of learning target foreign language words 103 are included so that each word can be shown in a sentence. Not only the meaning of the word is indicated, but also an emphasis mark is marked on the learning target foreign language word 103 and another mark different from the mark of the learning target foreign language word 103 is marked on a matching word 105 of the word 103 in order to indicate that a grammatical relationship between the words exists.
  • learning target words 103 of a foreign language and matching words 105 of the target words are constructed in a discriminative manner from other words so that other grammatical information, such as information on which is a matching word 105 of a learning target word 103 of the foreign language, word order information and function word information, can be seen at a glance and training more focused on this information can be made.
  • FIGS. 1A through 1 H, FIGS. 2A through 2C, FIG. 3 and FIG. 4 in "foreign language example sentences' and 'interpreted sentences in a mother tongue', learning target foreign language words 103 and 303, or search target head words 430, and meaning explaining words 104, 340, and 440, explaining meanings of the words are marked by a variety of emphasis marks (i.e., color, underline, bold, Italic, association line, or a combination of them) so that the words can be the most outstanding in each sentence.
  • emphasis marks i.e., color, underline, bold, Italic, association line, or a combination of them
  • the marks can be put for all or selectively within in the scope of the technical idea.
  • FIG. 3 is a structural diagram illustrating a study book structured in a method of foreign language words and sentences for meanings according to an embodiment of the present invention.
  • a process in which a word is learned by a person is by a method of mother tongue words -> foreign language words (meanings -> foreign language words, i.e., a Korean-English method).
  • a method of language expression speaking and writing
  • the method of foreign language words for mother tongue words meanings -> foreign language words, i.e., the Korean-English method
  • the foreign language composition part are reinforced with separate study books.
  • a leading meaning word (®)' in relation to a leading meaning word (®)', a plurality of 'foreign language words(foreign language synonyms of a mother tongue word) ( ⁇ )' are collectively included so that a variety of foreign language synonyms of a meaning desired to be expressed can be experienced.
  • a word which can best explained the meaning of the 'foreign language words (foreign language synonyms of a mother tongue word) ( ⁇ ) is selected from among mother tongue words, and is included as a leading meaning word (® ). Then, after this, 'mother tongue synonyms ((D)' for this leading meaning word (®) are arranged.
  • the phenomenon of conversion of a part of speech of a foreign language word can be utilized.
  • the part of speech of a word changes according to a position in which the word is placed in a sentence without inflection. Accordingly, as illustrated in FIGS. 5A and 5B, if training using the conversion of a part of speech is performed by changing the position of a variety of words, learners can have experience of easily and clearly understanding grammatical information included in words as well as the meanings of the words.
  • the vocabulary and composition ability naturally increase.
  • the 'learning target foreign language word' 103 illustrated in FIGS. 1A through 1 H is a word showing the 'conversion of a part of speech 1 phenomenon, for example, if the word is used as a verb and also as a noun without inflection, or is used as an adjective and also as an adverb or verb without inflection, example sentences in which a variety of conversions of a part of speech occur are collected and included in one place, as examples of the line in which the word 'fine (F1)' is placed in FIG. 1A, the line in which the word 'some (S1 )' is placed in FIG. 1 B, the line in which the word 'fine (F2)' is placed in FIG.
  • FIG. 6 a separate study book and a reproduction device of a voice recording medium are prepared so that spellings and pronunciations can be first studied before learning words in a full scale.
  • a foreign language study book is constructed so that spellings and pronunciations of foreign language words can be easily and effectively merged with meanings.
  • FIG. 6 it is constructed by providing a variety of inflection 102 (noun: singular - plural, adjective [adverb]: the positive degree - the comparative degree - the superlative degree, verb: infinitive - third person singular - present participle [gerund, continuous] - past - past participle, etc.) to a target learning foreign language word (including phrase verbs, and phrases).
  • a structure of the present invention can be implemented through a foreign language study book including 1 A 1 and 1 B 1 to be explained below.
  • (A) study book is constructed as copies bound together into one volume with any one of (B) and (C) study books below, or with both (B) and (C) study books, or as a separate copy in which all (recommended) foreign language words (including phrasal verbs, phrases, etc., hereinafter referred to as 'foreign language words'), or all foreign language words 101 included in examples illustrated in FIGS. 1A through 1 H of the (B) study book below, or all foreign language words (foreign language synonyms for a mother tongue word) ( ⁇ ) included in the example illustrated in FIG. 3 of the (C) study book below are structured after giving all or major inflection as the example illustrated in FIG. 6.
  • (B) study book is constructed as copies bound together into one volume with any one of (A) and (C) study books, or with both (A) and (C) study books, or as a separate copy in which, as the examples illustrated in FIGS. 1A through 1 H, a foreign language word 101 which is a basic form of a learning target foreign language word 103 is constructed by applying ⁇ through ⁇ items below together with actual inflectional example sentences.
  • the foreign language words 101 which are basic forms of the learning target foreign language words 103 are irregularly dispersed and arranged without order over the whole collection area of the study book if words have different meanings even though the words have the same spellings and pronunciations in relation to all included foreign language words 101.
  • the 'learning target foreign language words' 103 and the 'meaning explaining words' 104 illustrated in FIGS. 1 A through 1 H are marked by a variety of emphasis marks (i.e., color, underline, bold, Italic, association line, or a combination of them), and the 'matching words' 105 and the 'matching meaning words' 106 are also marked by different marks (color, underline, bold, Italic, association line, or a combination of them) so that those word can be included in a discriminative manner from other words in the sentences.
  • emphasis marks i.e., color, underline, bold, Italic, association line, or a combination of them
  • different marks color, underline, bold, Italic, association line, or a combination of them
  • the 'learning target foreign language words' 103 are showing the 'conversion of a part of speech' phenomenon, examples of a variety of conversion of a part of speech are collected and included as the examples illustrated in FIGS. 1A through 1 H, and if the 'learning target foreign language words' 103 has an agglutinative language grammar, such as Korean, it is constructed as the example illustrated in FIG. 5C. Also for other languages, it is constructed in the same method by reflecting the characteristic of the phenomenon of conversion of a part of speech in each language.
  • (C) study book is constructed as copies bound together into one volume with any one of (A) and (B) study books, or with both (A) and (B) study books, or as a separate copy in which ⁇ through (D items below are applied for construction as the examples illustrated in FIG. 3 so that training of changing a meaning word (a mother tongue word and a mother tongue synonym) into a foreign language word (a foreign language synonym for a mother tongue word) (i.e., training of changing a Korean word to an English word) and training of changing a meaning sentence (a mother tongue sentence) to a foreign language composition sentence (i.e., English writing training) can be effectively performed.
  • ⁇ through (D items below are applied for construction as the examples illustrated in FIG. 3 so that training of changing a meaning word (a mother tongue word and a mother tongue synonym) into a foreign language word (a foreign language synonym for a mother tongue word) (i.e., training of changing a Korean word to an English word) and training of changing a meaning sentence (a mother tongue sentence) to
  • ⁇ As the examples illustrated in FIG. 3, a plurality of 'foreign language words ( ⁇ )' corresponding to the 'leading meaning word ( ⁇ )' are collectively included.
  • ® As the examples illustrated in FIG. 3, a word which can best explained the meaning of the 'foreign language words (foreign language synonyms of a mother tongue word) ( ⁇ ) is included as a leading meaning word (® ). Then, after this, 'mother tongue synonyms (®)' for this leading meaning word ( ⁇ ) are arranged.
  • the 'foreign language words (foreign language synonyms of a mother tongue word) ( ⁇ ) are arranged after this.
  • ⁇ As the examples illustrated in FIG. 3, 'meaning sentences (mother tongue sentences) (®, ⁇ , ®)' including each of the 'leading meaning word ( ⁇ )' or 'mother tongue synonyms (®)' are included in one side, and corresponding to this, foreign language composition sentences ( ⁇ , ⁇ , ®) including the 'foreign language words (foreign language synonyms of a mother tongue word) ( ⁇ ), are included (it is recommended that sentence data to be included be the same example sentences as included in the (B) study book as much as possible).
  • ® As the examples illustrated in FIG. 3, for either or both of the 'meaning sentences
  • mother tongue sentences ) (@, ⁇ , ®) and the 'foreign language composition sentences (®, ⁇ , ⁇ ), one of the 'foreign language words (foreign language synonyms) ( ⁇ ), and the 'leading meaning word ( ⁇ )' or one 340 of the 'mother tongue synonyms (®) corresponding to this word ( ⁇ ) are marked by a variety of emphasis marks (i.e., color, underline, bold, Italic, association line, or a combination of them) so that the words can be the most outstanding in each sentence.
  • emphasis marks i.e., color, underline, bold, Italic, association line, or a combination of them
  • the 'foreign language word' 350 and the 'mother tongue meaning word' 360 that are usually accompanying these words in sentences are marked by different marks (color, underline, bold, Italic, association line, or a combination of them).
  • ® In the case of words showing the 'phenomenon of conversion of a part of speech 1 , the words are included as the examples of lines of ( H ) , (D, ⁇ , and ® in FIG. 3, so that the characteristic of how a part of speech changes according to the position in which a word is placed in a sentence without inflection can be known at a glance and foreign language composition can be performed easily by using the phenomenon of conversion of a part of speech.
  • (A) replaying device records once or multiple times, an 'inflection' 102 part in units of foreign language words illustrated in FIG. 6 corresponding to the (A) study book.
  • (B) replaying device records once or repeatedly, each of all the 'foreign language words' 101 illustrated in FIGS. 1 A through 1 H and all the 'words and composition study foreign language example sentences' corresponding to the (B) study book. Also, even a 'meaning' part or a "mother tongue meaning sentence' unit can be included and recorded.
  • (C) replaying device records once or repeatedly, once cycle of each of the 'leading meaning words' in order of ® -> ® -> ⁇ -> ⁇ -> (D -> ⁇ -> ⁇ -> ®-> ⁇ corresponding to the (C) study book, as the examples illustrated in FIG. 3 with taking each of the 'leading meaning word 1 as one cycle.
  • the 'foreign language study books' constructed as described above have a great effect on development of vocabulary and composition ability that is most required in order to develop practical foreign language ability. Utilization examples of the 'foreign language study books' will now be explained.
  • the study books are broken down into tentatively named a 'word spelling and pronunciation study book' constructed as '(A) of A', tentatively named a 'foreign language -> meaning (i.e., English-Korean /understanding) method study book' constructed as '(B) of A', and tentatively named a 'meaning -> foreign language (i.e., Korean-English /expression) method study book' constructed as '(C) of A'.
  • the devices are broken down corresponding to study books of '(A) of A 1 , '(B) of A', and '(C) of A', respectively.
  • each of the study books plays a role of programming leading the whole study process
  • each of the replaying devices plays a role of helping this study corresponding to the processes of this programming.
  • the study books and the replaying devices can be utilized individually or the replaying devices can also be utilized as main textbooks. Accordingly, this utilization example is not absolute one and each learner can appropriately adjust the utilization according to the learning stages (learning level, learning degree, learned amount, etc.).
  • the learner begins the textbook constructed as '(B) of A (including the replaying devices)'.
  • the textbook constructed as '(C) of A (including the replaying devices)' may be studied first, but if possible, '(B) of A (including the replaying devices)' is first studied, and then, if it becomes familiar, both can be concurrently studied.
  • the tentatively named 'foreign language -> meaning i.e., English-Korean /understanding method study book' constructed as '(B) of A' and 'corresponding replaying devices' are used if possible after learning through the study book constructed as '(A) of A (including replaying devices)' is completed, and before the study book constructed as '(C) of A (including replaying devices)', and if it becomes familiar to a predetermined degree, both can be concurrently used.
  • the vocabulary ability thus developed is the same as the composition ability and the ability to use the whole sentence is formed. Since the process forming the ability is also performed by stage, the learning process is easy without stress, and cannot be compared with the conventional method in which sentences are to be memorized unconditionally.
  • the replaying devices are used. However, it is preferable that this is performed after familiarization to a predetermined degree through the study books. Also, in this case, which words are matching words, and how are the other grammatical information should be thought about when studying.
  • Learners should try to understand how different the pronunciations of individual words learned in the textbooks constructed as '(A) of A (including the replaying devices) 1 is from the pronunciations of the words placed in a sentence as with the replaying devices. Also, it is preferable to practice by following the pronunciations. In the beginning, learners would feel the sentences are spoken quickly. If it becomes familiar, the whole part of the study book constructed as '(B) of A' is repeatedly studied together with listening to all parts of the replaying device. Accordingly, the study efficiency increases. For reference, if studying through this study book become familiar to a degree, then, it is performed concurrently with studying through the study book constructed as '(C) of A (including the replaying devices) 1 .
  • the foreign language writing ability increases greatly.
  • the writing is performed not in the manner in which sentences are memorized and then, writing is performed as if the sentences are poured out. Instead, in the beginning stage, learning can be performed by stage from developing the ability to select and arrange according to word order matching words that are content words even though function words such as a preposition or article are incorrectly used. Since there is no stress to brains and this process is the same as the principle that a human being learns language, if the repetitive study is continuously performed, the ability of speaking and writing at a high level can be developed in a short time.
  • Another structure of a foreign language study book relates to a structure of a foreign language dictionary (mother tongue synonym dictionary for foreign language words) and a vocabulary book. This will now be explained with reference to FIGS. 4, 5A, 5B, 7A and 7B.
  • search target head words are used with different meanings in use in an actual language environment even though the words have the same spellings and pronunciations, or the same origins, the words are distinguished as different words and separately included as the inclusion example of the 'search target head words' 400 illustrated in FIG. 4.
  • one or both of 'search target head words' 430, and 'mother tongue meaning words' 440 explaining those words are marked by a variety of emphasis marks (i.e., color, underline, bold, Italic, association line, or a combination of them) so that the words can be the most outstanding in each sentence.
  • emphasis marks i.e., color, underline, bold, Italic, association line, or a combination of them
  • the 'search target head word' 400 is a word showing the 'conversion of a part of speech 1 phenomenon, for example, if the word is used as a verb and also as a noun without inflection, or is used as an adjective and also as an adverb or verb without inflection, as '510' of FIG. 5A, '520' of FIG. 5B, and '400' of FIG. 4, those words are included in units of meanings instead of spellings.
  • examples in which a variety of conversions of a part of speech of the 'search target head words' 400 occur are collected and included so that the characteristic of how a part of speech changes according to the position in which a word is placed in a sentence without inflection can be known at a glance.
  • the 'foreign language dictionary (mother tongue synonym dictionary for foreign language words)' and the 'vocabulary book 1 give the effect of developing vocabulary and composition ability that are most required to develop practical foreign language ability as well as simply searching for meanings of words.
  • the 'foreign language dictionary mother tongue synonym dictionary for foreign language words
  • the 'vocabulary book' arrange word by collecting according to spellings though words are still distinguished in units of meanings as illustrated in FIG. 4.
  • the 'learning target foreign language words' 103 and the 'meaning explaining words' 104 are marked by a variety of emphasis marks, and the 'matching words' 105 and the 'matching meaning words' 106 are also marked by other marks so that those words can be included in a discriminative manner from other words.
  • the structure is formed so that a level is indicated in a variety of formats according to the frequency of exposure or the degree of importance.
  • the utilization method is similar to those of the above embodiments, but has an advantage of considering priority when studying matching words.
  • the 'foreign language study books' include study books (paper documents, or digital documents, online documents) constructed in a variety of methods as described above, foreign language dictionaries and vocabulary books.
  • the replaying devices using the foreign language study books includes digital recording apparatuses (computers, software, PDA, moving picture players, electronic pocketbooks, CDs, DVDs, MP3, PMP, etc.), online (wired and/or wireless) apparatuses (the Internet, PDA, DMB, mobile phones, etc.), and magnetic recording apparatuses (videotapes, audiotapes, etc.) structured and manufactured based on the foreign language study books.
  • the foreign language study books according to the variety of embodiments of the present invention can be stored in the replaying devices as the digital recording apparatuses, the online (wired and/or wireless) apparatuses, and the magnetic recording apparatuses, and can be seen and heard through the replaying devices.
  • the word in the case of the digital recording apparatus or online apparatuses (tools), for example, when a mouse or touch pen is put on a foreign language word 103, a meaning explaining word 104, a matching word 105, or a matching meaning word 106, or automatically, the word can be distinguished and indicated by a method such as an association line, color change, underline, bold letters, Italic letters, so that a pair of matching words can be known, or when necessary, the marks can be hidden so that they cannot be seen.
  • a method such as an association line, color change, underline, bold letters, Italic letters

Landscapes

  • Engineering & Computer Science (AREA)
  • Business, Economics & Management (AREA)
  • Physics & Mathematics (AREA)
  • Educational Administration (AREA)
  • Educational Technology (AREA)
  • General Physics & Mathematics (AREA)
  • Theoretical Computer Science (AREA)
  • Entrepreneurship & Innovation (AREA)
  • Multimedia (AREA)
  • Computational Linguistics (AREA)
  • Electrically Operated Instructional Devices (AREA)
  • Machine Translation (AREA)

Abstract

L'invention porte sur un livre d'étude de langue étrangère et sur un dispositif de relecture utilisant le livre. Dans le livre d'étude de langue étrangère, des mots de langue étrangère cibles d'apprentissage sont distingués en tant que mots différents sur la base non pas de l'unité d'écriture ou de prononciation, mais sur la base de l'unité de signification de chaque mot, et les mots ayant différentes significations sont agencés en étant dispersés sur la région d'inclusion complète du livre d'étude. Etant donné que des informations grammaticales telles que des informations de mots correspondant propres aux mots, des informations d'ordre de mots, et des informations de mot de fonction ainsi que l'écriture et la prononciation peuvent être apprises de manière synthétique, des immigrants peuvent développer un vocabulaire de langue étrangère et une aptitude à la composition comme pour une langue maternelle dans un court laps de temps.
PCT/KR2008/004043 2007-07-10 2008-07-09 Livre de cours pour apprendre une langue étrangère et dispositif de relecture utilisant celui-ci WO2009008667A2 (fr)

Priority Applications (2)

Application Number Priority Date Filing Date Title
CN200880023902A CN101730910A (zh) 2007-07-10 2008-07-09 外语学习教材及其播放装置
JP2010514648A JP2010531475A (ja) 2007-07-10 2008-07-09 外国語学習書及びこれを利用した再生機器

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
KR1020070069327A KR100909488B1 (ko) 2007-07-10 2007-07-10 외국어 학습서와, 이를 이용한 재생기기
KR10-2007-0069327 2007-07-10

Publications (2)

Publication Number Publication Date
WO2009008667A2 true WO2009008667A2 (fr) 2009-01-15
WO2009008667A3 WO2009008667A3 (fr) 2009-03-12

Family

ID=40229275

Family Applications (1)

Application Number Title Priority Date Filing Date
PCT/KR2008/004043 WO2009008667A2 (fr) 2007-07-10 2008-07-09 Livre de cours pour apprendre une langue étrangère et dispositif de relecture utilisant celui-ci

Country Status (4)

Country Link
JP (1) JP2010531475A (fr)
KR (1) KR100909488B1 (fr)
CN (1) CN101730910A (fr)
WO (1) WO2009008667A2 (fr)

Families Citing this family (3)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
CN103942990A (zh) * 2013-01-23 2014-07-23 郭毓斌 一种语言学习装置
CN107154188A (zh) * 2017-07-20 2017-09-12 上海中医药大学 一种支持方剂学翻转课堂的移动学习平台
CN113808441B (zh) * 2021-08-03 2023-07-07 郑州科技学院 便携式外语单词练习器

Citations (5)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US4912671A (en) * 1986-08-08 1990-03-27 Hirode Miwa Electronic dictionary
KR980010948A (ko) * 1996-07-16 1998-04-30 최해진 외국어 단어, 숙어 및 단문장 암기장
KR20020068446A (ko) * 2001-02-21 2002-08-27 김동열 대응어 쌍을 이용한 영어단어 학습방법
KR20030035829A (ko) * 2001-10-22 2003-05-09 주식회사 아인텍정보 디지털 어학 학습기의 단위 문장 출력 방법
JP2006091105A (ja) * 2004-09-21 2006-04-06 Canon Inc 単語学習装置及びその音声出力方法並びにプログラム

Family Cites Families (5)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
JPH0624852Y2 (ja) * 1988-01-25 1994-06-29 篤 平山 英単語帳、英単語シート、辞書等における英単語配列構造
JP3038526B2 (ja) * 1994-02-02 2000-05-08 英明 辻 ２重に頻度表示した語句・文例集
JP3014366U (ja) * 1995-02-03 1995-08-08 株式会社ビジネス・ライセンス・アカデミー 法文学習教材
JP2002007420A (ja) * 2000-06-26 2002-01-11 Casio Comput Co Ltd 電子辞書装置およびそのプログラム記録媒体
JP2002067533A (ja) * 2000-08-25 2002-03-08 Shigeyoshi Kishida 日本語−外国語辞典の頁の構成

Patent Citations (5)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US4912671A (en) * 1986-08-08 1990-03-27 Hirode Miwa Electronic dictionary
KR980010948A (ko) * 1996-07-16 1998-04-30 최해진 외국어 단어, 숙어 및 단문장 암기장
KR20020068446A (ko) * 2001-02-21 2002-08-27 김동열 대응어 쌍을 이용한 영어단어 학습방법
KR20030035829A (ko) * 2001-10-22 2003-05-09 주식회사 아인텍정보 디지털 어학 학습기의 단위 문장 출력 방법
JP2006091105A (ja) * 2004-09-21 2006-04-06 Canon Inc 単語学習装置及びその音声出力方法並びにプログラム

Also Published As

Publication number Publication date
CN101730910A (zh) 2010-06-09
KR100909488B1 (ko) 2009-07-28
JP2010531475A (ja) 2010-09-24
WO2009008667A3 (fr) 2009-03-12
KR20090005904A (ko) 2009-01-14

Similar Documents

Publication Publication Date Title
Solati-Dehkordi et al. Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners.
Alosh et al. Ahlan Wa Sahlan:: Functional Modern Standard Arabic for Beginners
Younes et al. 'Arabiyyat al-Naas (Part Two): An Intermediate Course in Arabic
Lee et al. The Routledge advanced Chinese multimedia course: Crossing cultural boundaries
Kudchedkar Readings in English language teaching in India
Appleyard Colloquial Amharic
WO2009008667A2 (fr) Livre de cours pour apprendre une langue étrangère et dispositif de relecture utilisant celui-ci
Wells A limited, legacy literacy: reconfiguring Literary Sinitic as hanmunkwa in Korea, 1876–1910
Smith Teaching English as a foreign language, 1936-1961: Foundations of ELT
Xu et al. Faoi gheasa an adaptive game for irish language learning
Kembo-Sure Establishing a national standard and English language curriculum change in Kenya
Boaheng A Handbook for African Mother-Tongue Bible Translators
Westphal Pop music and teaching English as an international language
KR100985544B1 (ko) 영어 말하기 및 영작 훈련 노트
Wightwick et al. Colloquial Arabic of Egypt: the complete course for beginners
Bandyopadhyay Indianisation of English: Analysis of linguistic features in Selected post-1980 Indian English fiction
Hauge et al. Colloquial Bulgarian
Paluanova THE EFFECTIVENESS OF USING INTERACTIVE METHODS OF TEACHING FOREIGN LANGUAGES
Cetak Ta-Nehisi Coates: Mentor and Departure from the Common Core Diversifying the Voices Present in the Common Core Middle School Canon
Pavletic et al. Creating tasks for eLearning Slovenian under the LanGuide project
Mirza et al. Bilingual Teaching Practices at Pakistani Schools: Examination of Strategies and Implications
Titsworth Devices for Classroom Procedure
Lounas DICTIONARY USE VERSUS TEACHER\'S ASSISTANCE AND THEIR EFFECT ON VOCABULARY UNDERSTANDING IN READING COMPREHENSION
ARIKAN Pragmatic problems in elementary level ELT coursebooks: Focus on dialogues
Neachtain et al. Colloquial Irish: The Complete Course for Beginners

Legal Events

Date Code Title Description
WWE Wipo information: entry into national phase

Ref document number: 200880023902.X

Country of ref document: CN

121 Ep: the epo has been informed by wipo that ep was designated in this application

Ref document number: 08778703

Country of ref document: EP

Kind code of ref document: A2

WWE Wipo information: entry into national phase

Ref document number: 2010514648

Country of ref document: JP

NENP Non-entry into the national phase

Ref country code: DE

122 Ep: pct application non-entry in european phase

Ref document number: 08778703

Country of ref document: EP

Kind code of ref document: A2