Hyponymy 관계와 Rasch 모델을 활용한 명사의 가산성 구분 및 영어 교육 전략
Distinguishing Countable from Uncountable Nouns Using Hyponymy Relationships and the Rasch Model: Strategies for English Education
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This article analyzes the difficulties Korean learners face in distinguishing between countable and uncountable English nouns and proposes an educational approach using hyponymy relationships and the Rasch model. The study was conducted with 102 first-year high school students from Jeonbuk Girls’ High School, and data was collected through a test comprising 26 noun-related items in both English and Korean. The analysis revealed that learners experience confusion when they distinguish between certain nouns, particularly in the material-unit relationship. Additionally, it was found that the linguistic intuition of Korean language speakers influences their capacity to make distinctions between countable and uncountable nouns in English. This study suggests that an educational approach incorporating the concepts of hypernyms and hyponyms may effectively enhance learners’ understanding of noun countability in English.
Abstract
This article analyzes the difficulties Korean learners face in distinguishing between countable and uncountable English nouns and proposes an educational approach using hyponymy relationships and the Rasch model. The study was conducted with 102 first-year high school students from Jeonbuk Girls’ High School, and data was collected through a test comprising 26 noun-related items in both English and Korean. The analysis revealed that learners experience confusion when they distinguish between certain nouns, particularly in the material-unit relationship. Additionally, it was found that the linguistic intuition of Korean language speakers influences their capacity to make distinctions between countable and uncountable nouns in English. This study suggests that an educational approach incorporating the concepts of hypernyms and hyponyms may effectively enhance learners’ understanding of noun countability in English.
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