본문 바로가기
  • Home
Basic Search

Bridging Cognitive Psychology and Korean Vocabulary Education: Exploring the Educational Applicability of Memory Encoding Theories

Jiyon Shim 1

1고려대학교

Accredited

ABSTRACT

Cognitive psychological theories-articularly those related to the three stages of memory (encoding, storage, and retrieval)-ffer meaningful pathways for understanding learners’ mechanisms of language use. In this context, the present study explores key insights from cognitive psychology that aim to scientifically identify the mechanisms underlying human language processing and applies these findings to the field of Korean vocabulary instruction. Five major theories (or concepts) from cognitive psychology are discussed: the Levels of Processing framework, precise elaboration (as a way to clarify deep processing), generation, self-reference, and the encoding specificity principle. In addition, the study introduces Technique Feature Analysis as a framework to contextualize deep processing and elaboration in vocabulary learning, thereby serving as a bridge between psychology and pedagogy. Based on these theoretical foundations, Chapter 4 proposes four core principles and directions for Korean vocabulary education. The significance of this study lies in its revisiting of classic theories in cognitive psychology, originally developed in the 1970s, and its interdisciplinary approach that seeks to recontextualize them to yield new educational insights.

Statistics

  • 517 Viewed
  • 0 Downloaded

Tools

Issue List

Citation status

* References for papers published after 2024 are currently being built.

Basic Search Advanced Search