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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.