Understanding the Use of Low Frequency Words through Animated Videos in Working Memory: Cloudy with a Chance of Meatballs
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In this study, the main aim is to explore the use of low frequency words in five selected animations to find out their roles in learning and teaching vocabulary. The preliminary hypothesis is that less frequent words might be rather difficult for second language learners. To produce and analyze corpus-based data, an NLP (Natural Language Processing) tool was used throughout the study. This study suggests that in each animation, there are a great number of recommended words for second language learners among low frequency words, especially for primary and secondary students. This means that according to different thematic roles in the context, both high frequency words and low frequency words are mixed and used regardless of the difficulty level of the words. Therefore, it is not desirable only to focus on high frequency words in teaching and learning words. In addition, it seems that those less frequent words appear to be repeated and practiced based on the conception of a working memory, proceeding unknown words by using visual-sketch pad and audio support from the animations. It is possible to notice that by enhancing the visual and phonological effects of movies, learners are able to be familiar with those less frequent words.
Abstract
In this study, the main aim is to explore the use of low frequency words in five selected animations to find out their roles in learning and teaching vocabulary. The preliminary hypothesis is that less frequent words might be rather difficult for second language learners. To produce and analyze corpus-based data, an NLP (Natural Language Processing) tool was used throughout the study. This study suggests that in each animation, there are a great number of recommended words for second language learners among low frequency words, especially for primary and secondary students. This means that according to different thematic roles in the context, both high frequency words and low frequency words are mixed and used regardless of the difficulty level of the words. Therefore, it is not desirable only to focus on high frequency words in teaching and learning words. In addition, it seems that those less frequent words appear to be repeated and practiced based on the conception of a working memory, proceeding unknown words by using visual-sketch pad and audio support from the animations. It is possible to notice that by enhancing the visual and phonological effects of movies, learners are able to be familiar with those less frequent words.
참고문헌 (39)
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