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Construction and Application of Korean-English-Japanese Multilingual Teaching Aid System Based on Knowledge Map

Construction and Application of Korean-English-Japanese Multilingual Teaching Aid System Based on Knowledge Map

Li Zhe, Cheng Meng, Maesako Takanori, Li Juan
Copyright: © 2018 |Volume: 16 |Issue: 4 |Pages: 14
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781522542438|DOI: 10.4018/IJDET.2018100101
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MLA

Zhe, Li, et al. "Construction and Application of Korean-English-Japanese Multilingual Teaching Aid System Based on Knowledge Map." IJDET vol.16, no.4 2018: pp.1-14. http://doi.org/10.4018/IJDET.2018100101

APA

Zhe, L., Meng, C., Takanori, M., & Juan, L. (2018). Construction and Application of Korean-English-Japanese Multilingual Teaching Aid System Based on Knowledge Map. International Journal of Distance Education Technologies (IJDET), 16(4), 1-14. http://doi.org/10.4018/IJDET.2018100101

Chicago

Zhe, Li, et al. "Construction and Application of Korean-English-Japanese Multilingual Teaching Aid System Based on Knowledge Map," International Journal of Distance Education Technologies (IJDET) 16, no.4: 1-14. http://doi.org/10.4018/IJDET.2018100101

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Abstract

This article describes the design and application of a computer-based system for simultaneously teaching Korean, English and Japanese languages in a classroom setting using knowledge visualization techniques to show the relationships between vocabularies, grammars and meanings. The system consists of a knowledge database of Korean, English, and Japanese which is then uploaded into the teaching module. Visualizations of this information in the form of knowledge maps based upon generally accepted rules of knowledge map can then be displayed and contrasted using the system interface to enter user queries. The system is then tested in a blended classroom of native Korean speakers. Data on student learning experiences are then gathered by means of a questionnaire and analyzed in order to assess the overall success of knowledge acquisition in this setting. Our findings show that this system evokes a personal initiative in the learning process, facilitates communication between teachers and learners, and supports the rapid acquisition of multilingual knowledge.

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