Adaptation of the Keyword Method in the KFL Classroom: Remembering 14 Korean Consonants
Subject Area
Foreign Language Pedagogy
Abstract
Over the years, numerous attempts have been made to maximize the potential in foreign language learning. When it comes to foreign vocabulary learning, a particularly successful strategy is the keyword method, in which there is both an acoustic link between the L1 word and the L2 word, and an image of the keyword interacting with the L1 word. This particular method has been extensively investigated with respect to the recall of foreign vocabulary definitions. Besides the definition recall, this study will demonstrate that there is great potential for adapting the keyword method in the KFL (Korean as a Foreign Language) classroom in order to promote students’ memory of both the pronunciation and the spelling of the 14 Korean consonants. The aim of this study is to examine the effectiveness of the keyword method when adapted to teach Korean consonants. A total of 38 students enrolled in two elementary Korean classes participated in this study. The subjects were divided into one test group and one control group. The teacher introduced the test group(N=19) to 14 Korean consonants with the keyword method while the control group(N=19) was taught with direct instruction. After instruction, both immediate test and delayed recall tests were conducted. The results shown in this study are encouraging in that the modified keyword method proves to be an effective learning device in Korean language education. Ultimately, this study contributes to the keyword method research and serves as a potent pedagogical tool for KFL teachers in classroom instruction.
Brief Bio Note
Dr. Jiyoung Daniel is an Assistant Professor of Korean in the Department of Modern Languages at the University of North Georgia. She earned both my B.A. and Ph.D. degrees in linguistics from the University of Georgia. She has grown the Korean program from six to 170 students annually since she came to UNG in 2010. She received the Teaching Excellence Award for Tenure-Track Faculty in 2015 at the University of North Georgia.
Keywords
Keyword Method, Mnemonic Keyword Method, Korean Language Education, 14 Korean Consonants
Location
Room 217
Presentation Year
2017
Start Date
3-23-2017 4:25 PM
Embargo
11-1-2016
Recommended Citation
Daniel, Jiyoung Lee, "Adaptation of the Keyword Method in the KFL Classroom: Remembering 14 Korean Consonants" (2017). South East Coastal Conference on Languages & Literatures (SECCLL). 32.
https://digitalcommons.georgiasouthern.edu/seccll/2017/2017/32
Adaptation of the Keyword Method in the KFL Classroom: Remembering 14 Korean Consonants
Room 217
Over the years, numerous attempts have been made to maximize the potential in foreign language learning. When it comes to foreign vocabulary learning, a particularly successful strategy is the keyword method, in which there is both an acoustic link between the L1 word and the L2 word, and an image of the keyword interacting with the L1 word. This particular method has been extensively investigated with respect to the recall of foreign vocabulary definitions. Besides the definition recall, this study will demonstrate that there is great potential for adapting the keyword method in the KFL (Korean as a Foreign Language) classroom in order to promote students’ memory of both the pronunciation and the spelling of the 14 Korean consonants. The aim of this study is to examine the effectiveness of the keyword method when adapted to teach Korean consonants. A total of 38 students enrolled in two elementary Korean classes participated in this study. The subjects were divided into one test group and one control group. The teacher introduced the test group(N=19) to 14 Korean consonants with the keyword method while the control group(N=19) was taught with direct instruction. After instruction, both immediate test and delayed recall tests were conducted. The results shown in this study are encouraging in that the modified keyword method proves to be an effective learning device in Korean language education. Ultimately, this study contributes to the keyword method research and serves as a potent pedagogical tool for KFL teachers in classroom instruction.
