@article{ART001055425},
author={ 이창학 },
title={Teaching Vocabulary through Anagram},
journal={The Journal of Studies in Language},
issn={1225-4770},
year={2007},
volume={22},
number={3},
pages={259-272},
doi={10.18627/jslg.22.3.200702.259},
url={http://dx.doi.org/10.18627/jslg.22.3.200702.259}

TY - JOUR
AU - 이창학
TI - Teaching Vocabulary through Anagram
T2 - The Journal of Studies in Language
PY - 2007
VL - 22
IS - 3
PB - The Modern Linguistic Society Of Korea
SP - 259-272
SN - 1225-4770
AB - Traditionally, anagram was defined psychologically. (Lipton & Overton, 1971; Witte et al, 2002) Therefore, the study of anagram was done based on psychological backgrounds, especially the imagery of Piaget's cognitive theories even though it has linguistic characteristics (Maita et al, 1978). Of course, anagram was psychologically defined and studied, but anagram itself is interesting phenomena in learning vocabulary providing learners (especially young children) with motivation. In addition, anagram is in the cognitive domain (Oxford, 1990) using analyzing and reasoning the given words. For this reason this paper shows how anagram is implemented in the teaching of English vocabulary in authentic classroom situation, and that using anagram in teaching vocabulary can lead to a higher level of vocabulary teaching.
KW - anagram, imagery, taboo, euphemism, symmetrical structure, letter scrambling, decentration, cognitive strategies
DO - 10.18627/jslg.22.3.200702.259
UR - http://dx.doi.org/10.18627/jslg.22.3.200702.259
ER -

이창학 . 2007, “Teaching Vocabulary through Anagram”, The Journal of Studies in Language, vol. 22, no. 3, pp. 259-272. Available from: doi:10.18627/jslg.22.3.200702.259

이창학 “Teaching Vocabulary through Anagram” The Journal of Studies in Language 22.3 pp. 259-272 (2007): 259.

이창학 . Teaching Vocabulary through Anagram The Journal of Studies in Language [Internet]. 2007; 22( 3), : 259-272. Available from: doi:10.18627/jslg.22.3.200702.259

이창학 . “Teaching Vocabulary through Anagram” The Journal of Studies in Language 22, no.3 (2007): 259-272. doi: 10.18627/jslg.22.3.200702.259