WO2009008667A2

WO2009008667A2 - Text book for learning a foreign language and replaying device using the same

Info

Publication number: WO2009008667A2
Application number: PCT/KR2008/004043
Authority: WO
Inventors: Seung-Ho Kim
Original assignee: Seung-Ho Kim
Priority date: 2007-07-10
Filing date: 2008-07-09
Publication date: 2009-01-15
Also published as: JP2010531475A; WO2009008667A3; KR20090005904A; KR100909488B1; CN101730910A

Abstract

A foreign language study book and a replaying device using the book are provided. In the foreign language study book, learning target foreign language words are distinguished as different words based not on the spelling or pronunciation unit but on the meaning unit of each word, and the words having different meanings are arranged by being dispersed over the whole inclusion area of the study book. Since grammatical information such as matching word information inherent to words, word order information, and function word information as well as the spelling and pronunciation can be learned synthetically, immigrants can develop foreign language vocabulary and composition ability as a mother tongue in a short time.

Description

TEXTBOOK FOR LEARNING A FOREIGN LANGUAGE AND REPLAYING DEVICE

USING THE SAME

TECHNICAL FIELD

The present invention relates to a foreign language study book and a replaying device using the book, and more particularly, to a foreign language study book which can improve the proficiency of learning a foreign language by being designed to suit the characteristics of the human brains in order to increase the vocabulary and writing ability required to develop effective foreign language skills, and a replaying device using the book.

BACKGROUND ART In general, vocabulary ability cannot be obtained by simply learning the spelling, pronunciation, and meaning of words. In addition to these factors, the vocabulary ability requires that other grammatical information inherent in the use of words (for example, what words are usually accompanied by specific words in a sentence; in what order these specific words and the accompanying words are usually arranged; or what kind of function words such as prepositions are required for the words) be learned altogether. Thus, writing ability does not exist alone and the vocabulary ability can be regarded as the essence of writing ability.

However, according to conventional study books and methods for learning a foreign language, a variety of attempts that ignore the above concept have been made. Several examples in this regard are a method of using a foreign dictionary wherein various meanings and spelling of a word are enumerated, an unusual method called an association method based on the use of a vocabulary book (for example, dolmen -> 'dol' ( 'stone' in Korean) + men (human being) = 'koindol' (dolmen in Korean)), an unusual method called 'exchanging' (for example, when saying 'I agree with you in your opinion' in Korean, using the English word 'agree' instead of using a Korean word meaning 'agree', with other Korean words in the Korean sentence), a method of unconditionally memorizing entire sentences, and a method of intensively listening to several English audio tapes. However, these methods are not of great help in developing the vocabulary and composition ability as necessarily required to show practical foreign language skills.

Errors made by conventional education theories and misunderstandings and stereotypes that learners have about vocabulary study and composition study will now be explained.

First, a word can never have a plurality of meanings.

That is, a word of a foreign language should not be learned in units of spellings or pronunciations, but even though words have the same pedigree, if the words are used for different meanings in actual use, the words should be treated as different words. However, the conventional methods have made a mistake that separate words which are different from each other are treated as identical words on the ground that the words have the same spellings and pronunciations. As a result, not to speak of true 'vocabulary ability' including matching word information and other grammatical information inherent in a word as described above, even learning the meaning of the word which is one element of the information is proceeding with difficulties by unnecessary meaning interference caused by the words having the same spelling.

Also, conventionally, people habitually think, as a matter of no importance, that the collection methods of foreign language dictionaries, including English-Korean dictionaries, are based on a normal classification of words. Accordingly, words have been distinguished based on spellings not by unit meanings, and this has caused a phenomenon that learning of meanings of words is felt very difficult, which makes a big barrier to vocabulary study.

Thus, though having different meanings, words are treated as identical words based on that spellings and pronunciations are the same, and this works as a huge barrier in increasing vocabularies of foreign languages including English.

Learners are confused only in learning a foreign vocabulary, while if words of their mother tongues have different meanings, learners can well distinguish and learn the words as different words. The reason why the learners are confused is not because of that thus memorizing has any linguistic advantage, but because of just the aftermath of the attempts to learn vocabularies with the conventional collection methods of foreign language dictionaries or with foreign language study books edited based on the conventional collection methods, such as vocabulary books or reading compression books. Classification of words based on spellings in the conventional foreign language dictionaries is only for easiness in search, and is not designed to benefit foreign language learning.

Another reason for the confusion is a way of thinking that tends to distinguish vocabulary from grammar in a dichotomical manner. So far, learners of foreign languages are studying vocabularies in a manner in which words are distinguished from grammar and plugged into formulas of a grammar theory. The way of thinking that words are different from the grammar leads to an incorrect thinking that One word has numerous meanings'. For example, when reading, if a word of a predetermined spelling is shown, all meanings included in an English-Korean dictionary are found, and then one from among the meanings is selected and plugged in. After performing the same processes for all words in one sentence, the sentence is understood. However, in all words in the world including foreign language vocabularies, the truth is that one word does not include a plurality of meanings but one meaning uses a plurality of numerous words.

Thus, one of major reasons why it is difficult to develop foreign language vocabulary ability is that without understanding of the basic characteristic of words that One word has only one single meaning¹, study books are made, taught, and learned in the conventional learning theories, study books, and study methods in the opposite direction.

Secondly, memorizing only the meaning of a word cannot make vocabulary and composition ability be shown. Having the ability to use a foreign language, for example, reading comprehension, listening, speaking, and composition abilities, does not mean understanding and expressing outside brains words of the foreign language, by assembling words of which only meanings are memorized, with a conventional grammar theory which is what is called a code breaking method or a plug-in method using a formula. It means a state in which brains have the ability to use the foreign language in the same way as a mother tongue is understood and expressed. In addition, essential elements to have this ability, that is, keys to fully using a foreign language, are none other than 'vocabulary ability' and 'composition ability (sentence using ability, and grammatical ability)'.

However, memorizing only the meaning of a foreign language as in the conventional method is not the 'vocabulary ability'. The reason is that, by thus memorizing only the meanings, the ability to use a foreign language as using a mother tongue cannot be formed. It can be known that the reason why human beings can learn words well and proficiently use the words (i.e., recognize and express the words) is not because the meanings of the words are perfectly learned, but because which are matching words (words which are used together accompanying each other) in a sentence in a normal linguistic environment is learned, and word order information between the matching words and other grammatical information supporting them are learned together.

Thirdly, since the rest grammatical information other than the matching words, such as the word order relationship and function word relationship, is completed through continuous experiences, learning of a proper threshold amount is necessarily required. The vocabulary ability does not mean a state in which only the meanings of words are simply memorized, but means a state in which words of a foreign language which is the target of study, matching words of the words, word order information of each matching words, and function word information are learned as a package. Also, the word order information or the function word information (prepositions, articles, etc. in English, and postpositional words, etc. in Japanese and Korean) that are the rest grammatical information other than which is the meaning of a word, and which is a matching word, should be learned gradually and naturally through continuous linguistic experiences in a process of learning numerous content words (meaning words) and matching words for them. However, according to the conventional methods, the word order information is treated as a grammatical theory and memorizing the information is tried in a short time, or a function word which is a grammatical word is treated the same other content words and memorizing the function word unconditionally is tried. As a result, even before development of the vocabulary and composition ability is brought up, brains are much stressed, causing to give up in the middle of the learning.

Fourthly, learning words in a method of a meaning -> a foreign language word (i.e., a Korean-English method), and language training in a method of language expression are essential.

A process in which a human being learns words is a method of mother tongue words -> foreign language words (meaning -> foreign language words, i.e., a Korean-English method), and a method of language expression (speaking and writing) is also more important in a principle in which the sentence using ability is shown. Development of the vocabulary and composition ability should have been tried in these methods as much as possible. However, reversely, the conventional foreign language learning has been focused on only a method of foreign language words -> mother tongue words (foreign language words -> meanings, i.e., an English-Korean method), and a method of understanding language (reading and listening). As a result, development of the foreign language ability had to be slow.

Though learning in the method of mother tongue words -> foreign language words (meanings -> foreign language words, i.e., the Korean-English method) is more suitable to the principle, words have always been learned only in the method of 'foreign language words -> mother tongue words (foreign language words -> meanings, i.e., the English-Korean method), unexpectedly resulting in the way of thinking that One words has numerous meanings', which is the biggest misunderstanding.

The 'method of foreign language words -> mother tongue words (foreign language words -> meanings, i.e., the English-Korean method)¹ is nevertheless useful in an understanding (reading and listening) environment because the method is focused on which meanings the exposed words have. However, in the language expression

(speaking and writing) environment, the method is not useful or slightly. In the case of the 'method of mother tongue words -> foreign language words (meanings -> foreign language words, i.e., the Korean-English method), the method is focused on avoiding distorted transfer of words spoken or written to a listener or reader and thus requires a higher level of vocabulary ability. Accordingly, the method can be used in the understanding language environment.

As described above, some important examples of immaturity of the conventional foreign language study theories, absence of correct foreign language study books, and incorrect stereotypes of learners are shown. Next, problems limited to the conventional foreign language study books, foreign language dictionaries, and vocabulary books are as follows.

Firstly, problems of the conventional foreign language study books will now be explained.

Descriptions related to foreign language study books can be broadly broken down to those related to vocabulary and sentence learning, reading and listening, and speaking and writing. In the development of vocabulary ability among them, the conventional vocabulary study books are almost of no help because those books have the errors of the four topics described above. Also, there are methods and study books declaring that in order to theoretically well memorize word orders of a foreign language in composition learning, the only thing that should be done is memorizing a thick grammar book or about hundreds of sentences. However, since these books are written in an amateurish and improvised manner without studying a scientific principle of forming the composition ability in a learner and without understanding of the characteristics of brains, these books are almost of no help, only continuously generating dropouts of foreign language learning as well as composition ability learning.

Besides, in the conventional study books and learning methods for reading and listening, and speaking and writing, the abnormal methods such as a code breaking method or a plug-in method using a formula have been continuously adhered to, opposing to or being alienated from the principle that the language ability is shown in a human being. In particular, the most important factor to show the foreign language ability is essentially the true vocabulary and composition ability as described above in the second topic, but without suggesting any direction for developing the ability, the conventional methods have been unconditionally tried, resulting in no improvement in the foreign language ability. That is, it is already known that the method of memorizing grammatical rules as a theory and then plugging in words of which only the meanings are memorized, or the learning method of listening to tapes again and again is already very far from the essence of the study.

Secondly, the problems related to the conventional foreign language dictionaries and vocabulary books will now be explained.

Since the conventional vocabulary books are made by using the formats of the foreign language dictionaries, the books do not contribute to development of vocabularies of learners likewise. In the case of the wordbooks or vocabulary books, the books can be understood fully in the explanation of the foreign language dictionaries. Accordingly, instead of explaining as a different item, the vocabulary books will be explained by explaining the foreign language dictionaries.

In the case of conventional foreign language dictionaries explaining in the foreign language (i.e., an English-English dictionary), however well meanings are explained in the dictionary, users can understand the meanings differently unless the language is the user's mother tongue, and therefore it is difficult to definitely determine the meaning of a word. Accordingly, it is a very risky thinking for a beginner-level English learner to study English with an English-English dictionary. That is, whether the learning goal is to know exact meanings to distinguish even a delicate difference or to learn English words, this method using 'foreign language dictionaries explaining in the foreign language (i.e., an English-English dictionary)' is basically a method which is not helpful for checking the meanings of foreign language words or learning foreign language words from a standpoint of a foreigner who does not use the language as the mother tongue. In addition, it is a very risky method. This is because in order to utilize these dictionaries, the language ability of American children at least seven years old or over is needed. That is, these dictionaries can be used only when the foreign language can be understood and expressed as a mother tongue.

In the case of foreign language dictionaries using pictorial explanations (i.e., pictorial English dictionaries), vocabulary education is sometime performed for toddlers or children by using pictorial explanation dictionaries for a foreign language (i.e., a pictorial English dictionary) with an aim of early education. This can make children who don't know letters, memorize the meanings of foreign language words, but the true vocabulary ability required to use proficiently the foreign language cannot be formed. The reason is that the method enables simply memorizing of only the meanings of words, but cannot make children learn grammatical information on which is a matching word when a word is put in a sentence, which word order is formed, and how function words help.

Also, in the case of toddlers, they have immature conceptualization of things and do not have the language ability of their mother tongues.

Accordingly, basically they cannot utilize the method of 'mother tongue synonym dictionaries for a foreign language (i.e., an English-Korean dictionary)¹ or 'foreign language synonym dictionaries for a mother tongue (i.e., a Korean-English dictionary)¹. Therefore, it is preferable that toddlers should focus more on learning words of their mother tongues, and after they become seven years old and therefore they become adults in terms of language learning, they can start foreign language learning in a full scale.

In the case of the conventional mother tongue synonym dictionaries for a foreign language (i.e., an English-Korean dictionary)' or foreign language synonym dictionaries for a mother tongue (i.e., a Korean-English dictionary)', what is called forming of the vocabulary ability of a foreign language in a person is not completed only by learning meanings of words. Other grammatical information such as information on which is a matching word which usually forms a pair with a word that is a target of learning in a sentence, which word order relationship the matching words have, and how the word receives help of a function word such as a preposition or an article should also be learned synthetically in brains. Since the conventional mother tongue synonym dictionaries for a foreign language or foreign language synonym dictionaries for a mother tongue are not designed or collected in order to have this effect, the dictionaries are not useful for development of vocabulary ability.

Far from considering the above factors, only for the purpose of search efficiency, even though words having different meanings are different words, the words are arranged in an incorrect method on the ground that the words have the same spellings or pronunciations or have the same origins, causing confusion as if one identical word has numerous meanings and thus causing confusion in vocabulary learning.

That is, dictionaries should be made to be helpful to studying of the vocabulary of a foreign language after psychological studies are performed to suit the characteristics of human brains. However, without performing such studies, dictionaries used by native speakers of a foreign language are directly copied and arranged as Korean synonyms, and therefore the dictionaries are ineffective. In other words, the conventional foreign language dictionaries are made simply to make search easier, but are not made to suit development of vocabulary and composition ability of the foreign language. Without understanding this, education authorities and learners continue to habitually use the dictionaries.

DETAILED DESCRIPTION OF THE INVENTION

TECHNICAL PROBLEM

The present invention provides a foreign language study book which is constructed in a form in which a process for learning the spelling and pronunciation is prepared before a full-scale learning, and then, even though words have the same spellings and pronunciations, if the words have different meanings, all the words are distinguished as different words and separately included over the whole study book, and each word is included to be positioned in a sentence, and at least one or more matching words which usually accompany a learning target word of the foreign language are included such that a variety of emphasis marks are put on each learning target word of the foreign language and a different mark is put on each matching word, and example sentences in which a variety of parts of speech are used are included together, and a replaying device using the book. The present invention also provides a foreign language study book which includes a plurality of foreign language synonyms corresponding to a plurality of words of a mother tongue, and sentences composed in the foreign language corresponding to sentences in the mother tongue are included, such that a variety of emphasis marks are put on each learning target word of the foreign language and a different mark is put on each matching word, and words showing conversion of a part of speech are collected and included, and a replaying device using the book

The present invention also provides a foreign language study book which in including headwords, even though words have the same spellings and pronunciations, if the words have different meanings, all the words are distinguished as different words and included as different headwords and each headword is included to be positioned in an example sentence, and at least one or more matching words which usually accompany each headword are included such that a variety of emphasis marks are put on each search target headword and a different mark is put on each matching word, and example sentences in which a variety of parts of speech are used are included together, and a replaying device using the book.

TECHNICAL SOLUTION According to an aspect of the present invention, there is provided a foreign language study book in which learning target foreign language words are distinguished as different words based not on the spelling or pronunciation unit but on the meaning unit of each word, and the words having different meanings are arranged by being dispersed over the whole inclusion area of the study book.

At least one of the learning target foreign language word included in example sentences using the learning target foreign language word, a meaning explaining word explaining the meaning of the learning target foreign language word, a matching word accompanying the learning target foreign language word, and a matching meaning word accompanying the meaning explaining word may be marked by an emphasis mark and included. In the position in which a word showing conversion of a part of speech from among the learning target foreign language words included in the example sentences using the learning target foreign language words is included is placed, a variety of examples of conversion of a part of speech of the word may be collected and included. According to another aspect of the present invention, there is provided a foreign language study book in which search target head words are distinguished as different head words based not on the spelling or pronunciation unit but on the meaning unit of each word. At least one of the search target head word included in example sentences using the search target head word, a meaning explaining word explaining the meaning of the search target head word, a matching word accompanying the search target head word, and a matching meaning word accompanying the meaning explaining word may be marked by an emphasis mark and included.

In the position in which a word showing conversion of a part of speech from among the search target head words included in the example sentences using the search target head words is included is placed, a variety of examples of conversion of a part of speech of the word may be collected and included.

According to another aspect of the present invention, there is provided a foreign language study book in which at least one of a learning target foreign language word included in an example sentence using foreign language words, and a meaning explaining word explaining the meaning of the learning target foreign language word is marked by an emphasis mark, and at least one of a matching word accompanying the learning target foreign language word, and a matching meaning word accompanying the meaning explaining word is marked by an emphasis mark and included. According to another aspect of the present invention, there is provided a book wherein a variety of inflections of all foreign language words included in the foreign language study book, or of the learning target foreign language words, the search target head words, the foreign language words, or the learning target foreign language words are included. According to another aspect of the present invention, there is provided a replaying device at least once recording foreign language words and foreign language sentences from in the contents of the foreign language study book or the whole contents according to the inclusion method.

According to another aspect of the present invention, there is provided a replaying device at least once recording a variety of inflections of all foreign language words included in the foreign language study book or of the learning target foreign language words, the search target head words, the foreign language words, or the learning target foreign language words are included. According to another aspect of the present invention, there is provided a replaying device which is structured and constructed as a digital recording apparatus, or an online apparatus, or a magnetic recording apparatus, based on the content and method of the variety of foreign language study books.

ADVANTAGEOUS EFFECTS

As described above, the foreign language study books and the replaying devices using the books according to the present invention can achieve the following effects.

First, since grammatical information such as matching word information inherent to words, word order information, and function word information as well as the spelling and pronunciation can be learned synthetically, immigrants can develop foreign language vocabulary and composition ability as a mother tongue in a short time.

Secondly, when learning the meaning of a word, the foreign language vocabulary and composition ability can be developed easily and pleasantly without confusion. Accordingly, this study result can greatly improve ability for foreign language reading, listening, speaking and writing that is the ultimate goal.

Thirdly, in addition to searching, the foreign language dictionary and vocabulary books according to the present invention can also greatly contribute to development of practical vocabulary and composition ability no less than other foreign language study books according to the present invention.

DESCRIPTION OF THE DRAWINGS

FIGS. 1A through 1 H are structural diagrams illustrating a study book formed in a method of mother tong words for words of a foreign language according to an embodiment of the present invention.

FIGS. 2A through 2D are structural diagrams illustrating emphasis marks for learning target words of a foreign language and matching words for the target words according to an embodiment of the present invention.

FIG. 3 is a structural diagram illustrating a study book structured in a method of foreign language words and sentences for meanings according to an embodiment of the present invention.

FIG. 4 is a structural diagram illustrating a foreign language dictionary and a vocabulary book according to an embodiment of the present invention. FIGS. 5A through 5C are structural diagrams illustrating a phenomenon of conversion of a part of speech of a word according to an embodiment of the present invention.

FIG. 6 is a structural diagram illustrating part of a study book for spellings and pronunciations of words including inflection in a variety of forms of words of a foreign language according to an embodiment of the present invention.

FIGS. 7A and 7B are structural diagrams illustrating an arrangement method of a dictionary, a wordbook, and a vocabulary book according to an embodiment of the present invention. FIG. 8 is a structural diagram illustrating an example of a screen of a replaying device according to an embodiment of the present invention.

MODE OF THE INVENTION In order to help understanding of the present invention, the overall characteristics of the technical idea of the present invention will now be explained before explaining specific embodiments of the present invention.

First, in a 'foreign language study book' according to an embodiment of the present invention, if words have different meanings, all the words are treated as different words and arranged separately. In distinguishing words, not in units of spellings or pronunciations, if meanings of words are different, the words are treated as different words. Accordingly, the words are divided into in units of meanings and the words should be learned after dispersing the words irregularly. First of all, this is because the words are different to each other, and therefore it is to make the learning environment the same as a normal language environment. Also, there is no reason to collect the words in one place to learn the words on the ground that they have the same spellings and pronunciations. More importantly, it is to quickly break the incorrect stereotype that one word can have multiple meanings, so that unnecessary meaning interference between words can be prevented before it happens in learning words and thereby the stress to brains caused by the conventional abnormal methods can be greatly reduced to increase learning efficiency.

When reading and listening to a foreign language, in order to quickly understand as reading or listening to the foreign language, grammatical information used in the sentences is also important, but the ability to recognize which meanings the exposed words accurately have is essential. However well the grammatical theory is known, if which meanings content words transferring meanings have cannot be directly and definitely understood, learners cannot adapt themselves to a reading environment, not to speak of a listening environment in which voice is momentarily generated and disappears. Accordingly, when collecting words, regardless of whether or not words have the same spellings and pronunciations or the same origins, if the words have different meanings, the present invention treats the words as different words, and irregularly arranges the words dispersed over the whole area of the study book.

In other words, when learning words, even though words have the same origins, without ever considering that the words have the same spellings or pronunciations, if the words have different meanings even though the words have the same spellings, all the words are treated as different words and arranged dispersed. When learning the words is performed in the same order, the brain is not confused and the meaning of each word can be easily learned. The same method is applied to a foreign language dictionary or a vocabulary book among foreign language study books according to an embodiment of the present invention. That is, even though words have the same spellings and pronunciations, if the words have different meanings, the words are treated as different words, and a word for each meaning is treated as one word, and a spelling is given to each meaning. That is, a word for each meaning is used as a different headword.

However, in the case of a 'foreign language dictionary¹, easiness of search is essential. Accordingly, words are distinguished by each meaning, but are not arranged in a dispersed manner.

Since it is a foreign language dictionary, a variety of additional items included in the conventional dictionaries are also included in an actual collection form. However, unlike the conventional dictionaries, the dictionary according to an embodiment of the present invention includes indications of matching words, or a phenomenon of conversion of a part of speech, and employs the method in which words are treated separately according their meanings as describe above. This collection method contributes not only to the purpose of simply searching for words, but also to enabling substantially efficient and easy learning of words by preventing confusions caused by words having the same spellings and pronunciations in the searching process. Secondly, in the embodiment of the present invention, i.e., in a 'foreign language study book¹, a variety of learning target words of the foreign language (in the case of a dictionary, "search target head words') are included in a situation in which the words are necessarily put, i.e., in the form in which each word is exposed in a sentence. In showing this sentence, not only the meaning of the word is displayed, but also an emphasis mark is put so that the learning target word of the foreign language can be outstanding among other words in the sentence. Also for the matching word, a mark is put to distinguish the matching word from other words such that it can be clearly shown that the matching word is grammatically associated with the target word. In other words, a word cannot exist independently separate from a sentence (a situation). Accordingly, if the meaning of a word is learned by putting the word as a single unit not in the form in which the word is put in a sentence, the vocabulary ability showing practical foreign language ability cannot be formed in brains. Use of a word by a person is enabled not only by completely learning meanings of the word in detail. Rather, the meaning of a word can be quickly found by identifying other grammatical information such as information on which is a matching word that usually accompanies the target word, which word order relationship between the matching words is formed, and how the word receives help of function words such as a preposition or article.

Accordingly, when learning words, it is necessary to study in accordance with this word learning principle of a human being. That is, when learning words, it should not be done by simply memorizing only the meaning of a word. The whole grammatical information such as information on which is a matching word that forms a pair with each word in a sentence, in which word order relationship the words are positioned, and how the word receives help of function words such as a preposition should be synthetically learned. In addition, not limited to this, learning target words of a foreign language and matching words of the target words are constructed in a discriminative manner from other words so that other grammatical information, such as information on which is a matching word of a learning target word of the foreign language, word order information and function word information, can be seen at a glance and training more focused on this information can be made.

In other words, there is a rule that a human being learns first which is a matching word of a word, and then gradually learns word order information or information on function words, such as a preposition, through experiencing numerous sentences. Instead of selecting an unscientific method ignoring this rule and letting learners memorize a whole sentence unconditionally, learning is induced by optimally matching the learning with the word learning principle of human beings.

Thus, if words are arranged so that even matching words and other grammatical information in each situation can be synthetically learned, identifying the meanings of words or selecting optimal words when reading or listening, and speaking or writing, can be easily performed.

That is, the reason why a person can decide quickly and easily an inherent meaning without confusion even though words having the same spellings and pronunciations are shown together clearly, is that though the words have the same spellings and pronunciations, each word has been learned in a different situation (with other matching words and grammatical information).

For this reason, embodiments of the present invention are systematically constructed so that training of observing other grammatical information, such as information on which is a matching word, which word order relationship the matching words have, and how the words receive help of a function word such as a preposition, can be continuously performed.

If training is repeatedly and continuously performed with this foreign language book designed to fit the characteristics of human brains, vocabulary and composition ability having practical effects in an actual language environment can be established without knowing it.

If foreign language study is performed according to the embodiment of the present invention, a foundation for the vocabulary of a foreign language (composition ability) is established, and therefore it has a great influence on additionally learning numerous foreign language synonyms. More specifically, if a person has learned a proper threshold amount of vocabulary (composition ability), there will always be a word which the person sees for the first time but there will not be any word that the person does not know.

The reason is that even if a word that the person sees for the first time is shown when reading, the person can immediately know a meaning which is usually positioned in the place of the word, through neighboring matching words accompanying the word. Accordingly, even though the word is seen for the first time, instead of taking the word as an unknown word, the person quickly takes the word as a known word. Also, this word which is seen for the first time through the reading is remembered in the brains as a new known word, and therefore new words can be easily.

Thus, if the basic vocabulary increases by a normal method according to the embodiment of the present invention, numerous additional words, more accurately speaking, synonyms of words already learned, can be easily learned without any difficulties. This is because a 'synonym characteristic effect' which is an important feature of a word is operating. Synonyms have a very important characteristic that synonyms have not only the same meaning but also the same 'matching words (meanings) in a sentence'.

In the present invention, this will be referred to as a 'synonym characteristic', and because of this, even if a word is seen for the first time and unfamiliar, which meaning the word has can be easily identified through the position in which the word is placed, i.e., through neighboring matching words accompanying the word, and through grammatical information. This effect is defined as a 'synonym characteristic effect¹ in the present invention.

Thirdly, in the 'foreign language study book¹ according to the embodiment of the present invention, the learning area of a 'method of foreign language words for mother tongue words (i.e., a Korean-English method)' and the learning area of a "method of composing a foreign language sentence for a mother tongue sentence (expression language method)' are formed to have the same weights of importance.

A process in which a word is learned by a person is by a method of mother tongue words -> foreign language words (meanings -> foreign language words, i.e., a

Korean-English method). Also, in a principle in which the composition ability is shown, a method of language expression (speaking and writing) is more important. That is, in order to complete vocabulary study and composition ability, the 'method of foreign language words for mother tongue words (meanings -> foreign language words, i.e., the Korean-English method)' and the foreign language composition part are reinforced with separate study books.

Also, when speaking or writing, persons sometimes have difficulties in thinking out a word that they want to express, or in selecting an optimal foreign language word. The reason for this is that though numerous synonyms having an identical meaning should already be remembered in the brains and systematically learned, actually they are not so.

Among methods of training the ability to smoothly select words, the best method is to learn a target word together with a matching word which normally accompanies the target word in a sentence. Together with this study, if an effort to use words having an identical meaning in a variety of ways is made concurrently, it has a good effect on training the expression language ability. Accordingly, it is preferable to collect and learn synonyms together so that without losing balance, use of a variety of synonyms can be experienced in brains, and systematically learned. However, since a word is learned on the assumption that the word is to be used, and the word has a delicate difference according to a matching word, the word should be learned with the word being in a sentence.

Thus, if the learning areas of the 'method of foreign language words for mother tongue words (i.e. a Korean-English method)¹ and the 'method of composing a foreign language sentence for a mother tongue sentence (expression language method)¹ are constructed together, the problem of choosing inappropriate words (i.e., broken English) which frequently happens when a foreign language is learned not in the foreign country but in a domestic environment can be easily overcome, and the ability to understand a delicate difference between words can be trained. Also, the grammatical ability for the foreign language, i.e., the writing and speaking ability, naturally increases. Fourthly, in the embodiment of the present invention, example sentences are formed to clearly show conversion of a part of speech of each foreign language word in the 'foreign language study book¹, and thereby increase efficiency of development of the vocabulary and composition ability.

The conversion of a part of speech is that a part of speech is converted to another part of speech. An example is that a Korean verb 'kada (go)' is converted into a noun 'kam (going)¹ through inflection in the ending of the word. The way in which the phenomenon of the conversion of a part of speech happens is slightly different in each language. In a language having an agglutinative language (postposition-oriented language) grammar, such as Korean, 'the ending of a word' is changed as above, thereby converting a part of speech.

Meanwhile, English is a language (position-oriented language) in which a part of speech is determined according to a position in which a word is placed. Accordingly, conversion of a part of speech in English has a characteristic that the part of speech of a word changes according to a position in which the word is placed in a sentence without inflection, except some special cases (usually Latin or Greek-origin words).

Training of words and sentences according to this conversion of a part of speech has a considerable advantage. For example, since the conversion of a part of speech of a Korean word occurs according to a change in the ending of a word, if a Korean trains for changing the endings of words to change a meaning desired to be expressed, the vocabulary and composition ability increase together. Likewise, for foreign language words, the conversion of a part of speech of the words can also be used. For example, in the case of English, the part of speech of a word changes according to a position in which the word is placed in a sentence without inflection. Accordingly, if training using the conversion of a part of speech is performed by changing the position of a variety of words, learners can have experience of easily and clearly understanding grammatical information included in words as well as the meanings of the words. The vocabulary and composition ability naturally increase. Accordingly, in a collection method of a 'foreign language study book¹ according to an embodiment of the present invention, if a 'learning target foreign language word' or a 'search target head word' is a word showing the 'conversion of a part of speech' phenomenon, for example, if the word is used as a verb and also as a noun without inflection, or is used as an adjective and also as an adverb or verb without inflection, example sentences in which a variety of conversions of a part of speech occur are collected and included in one place so that efficiency of development of the vocabulary and composition ability can be increased.

Fifthly, in a 'foreign language study book¹ according to an embodiment of the present invention, a separate study book and a reproduction device such as a voice recording medium are prepared so that spellings and pronunciations can be first studied before learning words in a full scale.

Both a synonym expressed in a mother tongue and a foreign language word are the same synonyms of a mother tongue word. Nevertheless, while the spelling and pronunciation of the synonym expressed in the mother tongue can be easily memorized, the spelling and pronunciation of the foreign language word cannot be easily memorized. Accordingly, even before studying in a full scale which meaning a foreign language word includes, and which grammatical information is included in the word, the spelling and pronunciation of the foreign language word itself are felt as burdensome, and this causes considerable stress and difficulties in learning words. Accordingly, in the present invention, the spelling and pronunciation of a foreign language word are easily and effectively made to be merged into a meaning.

Also, if human brains are asked to memorize an unfamiliar foreign language word unconditionally, or solve a difficult mathematical question, or understand an illogical proposition, the human brains become tired in no time, get distracted within 10 minutes, and lose motivation for study. Meanwhile, there is a time when our brains show very active movements. For example, when a well-known mathematical question is being solved, when a work once done before is being done again, when an Internet game is pleasantly being played, or when the goal of a job currently being done is clear and the result can be seen, the brains become very active. Since stress is naturally very small, concentration can be maintained even after staying up all night, and sufficient study effect can be obtained.

Accordingly, in order to easily and effectively learn spellings and pronunciations of words of a foreign language, a study method suitable for the characteristics of brains should be determined. For example, attempts to unreasonably merge unfamiliar spellings and pronunciations with meanings as the conventional methods should not be made. Before a full-scale study of words and composition begins, a process for make spellings and pronunciations of words of the foreign language familiar is arranged according to the embodiment.

That is, if this method is prepared as a more efficient and systematized method, spellings and pronunciations become familiar through a television and if merging of the spellings and pronunciations with meanings is attempted one day, learning can be performed easily and efficiently without tiredness. In the case of toddlers, pronunciations are sometimes directly learned together with the meanings of things. However, most of words are learned by hearing pronunciations through conversations between parents or broadcasts, and later merging the pronunciations with meanings.

Thus, if spellings and pronunciations are learned first and then, later merging with meanings is attempted, learning of words can be performed with much less burden than it is done according to any other methods. When brains are in a pleasant state with less stress, learning becomes easier and the outcome also increases.

First, the five characteristics of the technical ideas of the present invention described above will now be explained with reference to the attached drawings. In relation to the first characteristic of the technical ideas of the present invention described above, FIGS. 1A through 1H are structural diagrams illustrating a study book formed in a method of mother tong words for words of a foreign language according to an embodiment of the present invention. Referring to FIGS. 1A through 1 H, in the foreign language study book according to the present embodiment, even though words have the same spellings and pronunciations or the same origins, if the words have different meanings, each of the words is treated as a different word, and the words are irregularly dispersed and arranged over the whole area of the study book.

That is, 'give¹ (G1 ) having a meaning of 'to indicate¹, 'give' (G2) having a meaning of 'to pass¹, ^fgive' (G3) having a meaning of 'to open', 'give' (G4) having a meaning of 'to inject¹, and 'give' (G5) having a meaning of 'to collapse' are included in page 43 (FIG. 1A), page 71 (FIG. 1 B), page 210 (FIG. 1 D), page 354 (FIG. 1 F), and page 513 (FIG. 1 H), respectively. The words are dispersed and arranged irregularly enough to completely remove the possibility of meaning interference between these words to happen.

Also, 'bill' (B1 ) having a meaning of a 'draft', 'bill¹ (B2) having a meaning of an 'account', 'bill' (B3) having a meaning of 'paper money¹, and 'bill' (B4) having a meaning of a 'leaflet¹ are included in page 43 (FIG. 1A), page 210 (FIG. 1 D), page 290 (FIG. 1 E), and page 420 (FIG. 1G), respectively, and in this way, the words are dispersed and arranged randomly enough.

Also, in the case of 'make up' which is a phrase verb (i.e., a phrasal verb, a phrase, an idiom, etc., hereinafter referred to as a word), 'make up¹ (M1 ) having a meaning of ^fto put cosmetics on the face¹, 'make up' (M2) having a meaning of 'to fake', 'make up' (M3) having a meaning of 'to form', and 'make up' (M4) having a meaning of 'to reconcile¹ are included in page 71 (FIG. 1 B), page 103 (FIG. 1 C), page 354 (FIG. 1 F), and page 513 (FIG. 1 H), respectively, and in this way, the words are dispersed and arranged irregularly.

Likewise, the words, 'fine' (F1-F3), 'some' (S1-S3), and 'on' (O1-O3), having the rest spellings and pronunciations, included in the examples of FIGS 1A through FIG. 1 H, are dispersed and arranged irregularly over the whole area of the study book regardless of the spellings and pronunciations or the origins of the words, as other words.

Thus, for all the included foreign language words 101 , even though words have the same spellings and pronunciations, if the words have different meanings, each of the words is treated as a different word, and the words are dispersed and arranged irregularly over the whole area of the study book without order so that a meaning interference phenomenon of words caused by the same spellings and pronunciations can be prevented before it happens. Also, learning should be performed in this sequence. By doing so, the meaning of each word can be easily learned without confusion. Also, in the case of a 'foreign language dictionary¹ among foreign language study books, the dictionary is structured as illustrated in FIG. 4. For example, in relation to a search target head word 'fine' 400, though the words have the same spelling and pronunciation, the words have different meanings. Accordingly, the words are distinguished and included separately as 'fine' having a meaning of 'nice¹, 'fine' having a meaning of "thin¹, 'fine' having a meaning of 'clear' and 'fine' having a meaning of a 'monetary penalty¹.

However, in the case of the 'foreign language dictionary¹, easiness of search is essential. Accordingly, words are distinguished by each meaning. However, though search target head words are distinguished in units of meanings, the words are not arranged in a dispersed manner unlike the study book formed in the method of a mother tongue for a foreign language as illustrated in FIGS. 1A through 1 H.

Thus, even though included search target head words have the same spellings and pronunciations, if the words have different meanings, all the words are treated as different words and included. Accordingly, the dictionary can be used not only for the purpose of simply searching for words, but also for prevention of confusions of words caused by the same spellings and pronunciations in the searching process. As a result, the dictionary can easily double the effect of study such that it can perform the function of a foreign language study book as well as a search function. The characteristic of the second technical idea described above will now be explained with reference to the attached drawings.

In the embodiment of the study book formed in the method of a mother tongue for a foreign language illustrated in FIGS. 1 A through 1 H, a variety of learning target foreign language words 103 are included so that each word can be shown in a sentence. Not only the meaning of the word is indicated, but also an emphasis mark is marked on the learning target foreign language word 103 and another mark different from the mark of the learning target foreign language word 103 is marked on a matching word 105 of the word 103 in order to indicate that a grammatical relationship between the words exists.

For example, learning target words 103 of a foreign language and matching words 105 of the target words are constructed in a discriminative manner from other words so that other grammatical information, such as information on which is a matching word 105 of a learning target word 103 of the foreign language, word order information and function word information, can be seen at a glance and training more focused on this information can be made.

Likewise, also in the embodiment of an 'inclusion method of a foreign language novel¹ illustrated in FIG. 2C, in the embodiment of a 'study book formed in a method of words and sentences of a foreign language for meanings' illustrated in FIG. 3, and in the embodiment of a 'foreign language dictionary and vocabulary book¹ illustrated in FIG. 4, a learning or search target word of a foreign language and a matching word are displayed in the same manner as described above so that it can be easily confirmed and understood that a grammatical association between the words exists.

More specifically, as examples illustrated in FIGS. 1A through 1 H, FIGS. 2A through 2C, FIG. 3 and FIG. 4, in "foreign language example sentences' and 'interpreted sentences in a mother tongue', learning target foreign language words 103 and 303, or search target head words 430, and meaning explaining words 104, 340, and 440, explaining meanings of the words are marked by a variety of emphasis marks (i.e., color, underline, bold, Italic, association line, or a combination of them) so that the words can be the most outstanding in each sentence. Also, for matching words 105, 350, and 450 appearing in the sentences usually accompanying those words, and matching meaning words 106, 360, and 460, different marks (color, underline, bold, Italic, association line, or a combination of them) are marked so that those word can be included in a discriminative manner from other words in the sentences. When the emphasis mark is marked, within the scope of the technical idea the mark can be selectively put for only a 'foreign language example sentence', or only an 'interpreted sentences in a mother tongue¹ or 'both sentences'. Also, for the learning target foreign language words 103 and 330, the search target head words 430, or the meaning explaining words 104, 340, and 440 for those words, or the matching words 105, 350, and 450 of those words, or the matching meaning words 106, 360, and 460, the marks can be put for all or selectively within in the scope of the technical idea.

The characteristic of the third technical idea described above will now be explained with reference to the attached drawings.

That is, a process in which a word is learned by a person is by a method of mother tongue words -> foreign language words (meanings -> foreign language words, i.e., a Korean-English method). Also, in a principle in which the composition ability is shown, a method of language expression (speaking and writing) is more important. Accordingly, in order to complete vocabulary study and composition ability, the method of foreign language words for mother tongue words (meanings -> foreign language words, i.e., the Korean-English method) and the foreign language composition part are reinforced with separate study books.

For this, as illustrated in FIG. 3, in relation to a leading meaning word (®)', a plurality of 'foreign language words(foreign language synonyms of a mother tongue word) (©)' are collectively included so that a variety of foreign language synonyms of a meaning desired to be expressed can be experienced. A word which can best explained the meaning of the 'foreign language words (foreign language synonyms of a mother tongue word) (©) is selected from among mother tongue words, and is included as a leading meaning word (® ). Then, after this, 'mother tongue synonyms ((D)' for this leading meaning word (®) are arranged. By doing so, through the common meaning characteristics of a variety of mother tongue synonyms, it can be easily known which meanings the 'foreign language words(foreign language synonyms of a mother tongue word) (©) desired to learn have specifically even in a state in which a word is not placed in a meaning sentence or a foreign language composition sentence which will be explained later. Then, the "foreign language words (foreign language synonyms of a mother tongue word) (©) are arranged after this. 'Meaning sentences (mother tongue sentences) (©, ©, (B) )' including each of the 'leading meaning word ((§))' or 'mother tongue synonyms ((D)¹ are included in one side. Likewise, corresponding to this, foreign language composition sentences ((D, ©, (D) including the "foreign language words (foreign language synonyms of a mother tongue word) (©), are included so that the foreign language writing ability can be trained.

The characteristic of the fourth technical idea described above will now be explained with reference to the attached drawings. As illustrated in FIGS. 5A and 5B, in a foreign language study book, example sentences are formed so that conversion of a part of speech of each foreign language word can be well shown. By doing so, efficiency of development of the vocabulary and composition ability can be increased.

That is, the phenomenon of conversion of a part of speech of a foreign language word can be utilized. For example, in the case of English, the part of speech of a word changes according to a position in which the word is placed in a sentence without inflection. Accordingly, as illustrated in FIGS. 5A and 5B, if training using the conversion of a part of speech is performed by changing the position of a variety of words, learners can have experience of easily and clearly understanding grammatical information included in words as well as the meanings of the words. The vocabulary and composition ability naturally increase.

Thus, if the 'learning target foreign language word' 103 illustrated in FIGS. 1A through 1 H is a word showing the 'conversion of a part of speech¹ phenomenon, for example, if the word is used as a verb and also as a noun without inflection, or is used as an adjective and also as an adverb or verb without inflection, example sentences in which a variety of conversions of a part of speech occur are collected and included in one place, as examples of the line in which the word 'fine (F1)' is placed in FIG. 1A, the line in which the word 'some (S1 )' is placed in FIG. 1 B, the line in which the word 'fine (F2)' is placed in FIG. 1C, the line in which the words 'bill (B2)' and 'some (S2) are placed in FIG. 1 D, the line in which the word 'some (S4)' is placed in FIG. 1F, and the line in which the words 'fine (F3)' and 'bill (B4)' are placed in FIG. 1G, and also as illustrated in ®, Θ, ©, and ® in FIG. 3, and also as collection examples of the foreign language dictionary and vocabulary book illustrated in FIG. 4. By doing so, the characteristic of how a part of speech changes according to the position in which a word is placed in a sentence without inflection can be known at a glance.

As an alternative, in the case of a language having an agglutinative language grammar, such as Korean, it is constructed as an example illustrated in FIG. 5C so that the characteristic of how a part of speech is converted through a variety of changes in the ending of a word in relation to the fixed stem of the word can be known at a glance. Also, for other languages, it is constructed in the same method by reflecting the characteristic of the phenomenon of conversion of a part of speech in each language.

The characteristic of the fifth technical idea described above will now be explained with reference to the attached drawings. As illustrated in FIG. 6, a separate study book and a reproduction device of a voice recording medium are prepared so that spellings and pronunciations can be first studied before learning words in a full scale.

That is, a foreign language study book according to an embodiment of the present invention is constructed so that spellings and pronunciations of foreign language words can be easily and effectively merged with meanings. As illustrated in FIG. 6, it is constructed by providing a variety of inflection 102 (noun: singular - plural, adjective [adverb]: the positive degree - the comparative degree - the superlative degree, verb: infinitive - third person singular - present participle [gerund, continuous] - past - past participle, etc.) to a target learning foreign language word (including phrase verbs, and phrases). An embodiment of the present invention will now be explained synthetically with reference to the characteristics of the technical ideas described above and the attached drawings.

In order to directly develop the vocabulary of a foreign language and the foreign language composition ability, a structure of the present invention can be implemented through a foreign language study book including ¹A¹ and ¹B¹ to be explained below. A. Study books (paper documents or digital documents, online documents) constructed as explained below.

(A) study book is constructed as copies bound together into one volume with any one of (B) and (C) study books below, or with both (B) and (C) study books, or as a separate copy in which all (recommended) foreign language words (including phrasal verbs, phrases, etc., hereinafter referred to as 'foreign language words'), or all foreign language words 101 included in examples illustrated in FIGS. 1A through 1 H of the (B) study book below, or all foreign language words (foreign language synonyms for a mother tongue word) (©) included in the example illustrated in FIG. 3 of the (C) study book below are structured after giving all or major inflection as the example illustrated in FIG. 6.

(B) study book is constructed as copies bound together into one volume with any one of (A) and (C) study books, or with both (A) and (C) study books, or as a separate copy in which, as the examples illustrated in FIGS. 1A through 1 H, a foreign language word 101 which is a basic form of a learning target foreign language word 103 is constructed by applying © through © items below together with actual inflectional example sentences.

® As the examples illustrated in FIGS. 1A through 1 H, and as the explanations corresponding to FIGS. 1 A through 1 H described above, together with actual inflectional example sentences, the foreign language words 101 which are basic forms of the learning target foreign language words 103 are irregularly dispersed and arranged without order over the whole collection area of the study book if words have different meanings even though the words have the same spellings and pronunciations in relation to all included foreign language words 101.

® As in a variety of example sentences illustrated in FIGS. 1 A through 1 H and FIG. 2A, the 'learning target foreign language words' 103 and the 'meaning explaining words' 104 illustrated in FIGS. 1 A through 1 H are marked by a variety of emphasis marks (i.e., color, underline, bold, Italic, association line, or a combination of them), and the 'matching words' 105 and the 'matching meaning words' 106 are also marked by different marks (color, underline, bold, Italic, association line, or a combination of them) so that those word can be included in a discriminative manner from other words in the sentences.

© If the 'learning target foreign language words' 103 are showing the 'conversion of a part of speech' phenomenon, examples of a variety of conversion of a part of speech are collected and included as the examples illustrated in FIGS. 1A through 1 H, and if the 'learning target foreign language words' 103 has an agglutinative language grammar, such as Korean, it is constructed as the example illustrated in FIG. 5C. Also for other languages, it is constructed in the same method by reflecting the characteristic of the phenomenon of conversion of a part of speech in each language.

(C) study book is constructed as copies bound together into one volume with any one of (A) and (B) study books, or with both (A) and (B) study books, or as a separate copy in which © through (D items below are applied for construction as the examples illustrated in FIG. 3 so that training of changing a meaning word (a mother tongue word and a mother tongue synonym) into a foreign language word (a foreign language synonym for a mother tongue word) (i.e., training of changing a Korean word to an English word) and training of changing a meaning sentence (a mother tongue sentence) to a foreign language composition sentence (i.e., English writing training) can be effectively performed.

® As the examples illustrated in FIG. 3, a word which can best explained the meaning of the 'foreign language words (foreign language synonyms of a mother tongue word) (©) is included as a leading meaning word (® ). Then, after this, 'mother tongue synonyms (®)' for this leading meaning word (©) are arranged.

Then, the 'foreign language words (foreign language synonyms of a mother tongue word) (©) are arranged after this. © As the examples illustrated in FIG. 3, 'meaning sentences (mother tongue sentences) (®, ©, ®)' including each of the 'leading meaning word (©)' or 'mother tongue synonyms (®)' are included in one side, and corresponding to this, foreign language composition sentences (©, ©, ®) including the 'foreign language words (foreign language synonyms of a mother tongue word) (©), are included (it is recommended that sentence data to be included be the same example sentences as included in the (B) study book as much as possible). ® As the examples illustrated in FIG. 3, for either or both of the 'meaning sentences

(mother tongue sentences ) (@, ©, ®) and the 'foreign language composition sentences (®, ©, Θ), one of the 'foreign language words (foreign language synonyms) (©), and the 'leading meaning word (©)' or one 340 of the 'mother tongue synonyms (®) corresponding to this word (©) are marked by a variety of emphasis marks (i.e., color, underline, bold, Italic, association line, or a combination of them) so that the words can be the most outstanding in each sentence. Also, the 'foreign language word' 350 and the 'mother tongue meaning word' 360 that are usually accompanying these words in sentences are marked by different marks (color, underline, bold, Italic, association line, or a combination of them). ® In the case of words showing the 'phenomenon of conversion of a part of speech¹, the words are included as the examples of lines of ⁽H⁾ , (D, ©, and ® in FIG. 3, so that the characteristic of how a part of speech changes according to the position in which a word is placed in a sentence without inflection can be known at a glance and foreign language composition can be performed easily by using the phenomenon of conversion of a part of speech.

B. Replaying devices (digital recording apparatus, magnetic recording apparatus, etc.) constructed as explained below.

(A) replaying device records once or multiple times, an 'inflection' 102 part in units of foreign language words illustrated in FIG. 6 corresponding to the (A) study book.

(B) replaying device records once or repeatedly, each of all the 'foreign language words' 101 illustrated in FIGS. 1 A through 1 H and all the 'words and composition study foreign language example sentences' corresponding to the (B) study book. Also, even a 'meaning' part or a "mother tongue meaning sentence' unit can be included and recorded. (C) replaying device records once or repeatedly, once cycle of each of the 'leading meaning words' in order of ® -> ® -> © -> © -> (D -> © -> © -> ®-> φ corresponding to the (C) study book, as the examples illustrated in FIG. 3 with taking each of the 'leading meaning word¹ as one cycle.

(D) However, in relation to a recording medium of ¹B', in the case of the digital document in the study books in ¹A', it should be included in a digital document study book because recording can be performed internally in the study book.

The 'foreign language study books' constructed as described above have a great effect on development of vocabulary and composition ability that is most required in order to develop practical foreign language ability. Utilization examples of the 'foreign language study books' will now be explained.

The study books are broken down into tentatively named a 'word spelling and pronunciation study book' constructed as '(A) of A', tentatively named a 'foreign language -> meaning (i.e., English-Korean /understanding) method study book' constructed as '(B) of A', and tentatively named a 'meaning -> foreign language (i.e., Korean-English /expression) method study book' constructed as '(C) of A'. In the case of replaying devices such as CDs, the devices are broken down corresponding to study books of '(A) of A¹, '(B) of A', and '(C) of A', respectively.

If books are divided into main textbooks and auxiliary textbooks, each of the study books plays a role of programming leading the whole study process, and each of the replaying devices plays a role of helping this study corresponding to the processes of this programming. According to the proceeding processes of the study, the study books and the replaying devices can be utilized individually or the replaying devices can also be utilized as main textbooks. Accordingly, this utilization example is not absolute one and each learner can appropriately adjust the utilization according to the learning stages (learning level, learning degree, learned amount, etc.).

First, utilization of the textbook constructed as '(A) of A (including the replaying devices)' is performed before learning through textbooks of '(B) of A (including the replaying devices)' and '(C) of A (including the replaying devices)'. By replaying the 'replaying device', a variety of inflection of many foreign language words are listened to and by mimicking voice with a loud voice, memorization of pronunciation is performed, and at the same time, spellings are learned by writing spellings with a finger while reading the 'study book¹. However, when learning spellings and pronunciation, it doesn't need to think about meanings. This is because if a word is not placed in a sentence, the word cannot have a specific meaning and by only memorizing a meaning, the vocabulary ability cannot be developed. Also, when learning spellings and pronunciations, learners must not try to learn each word at a time, and should repeat the whole contents included in the "study book' and "replaying device' as one cycle.

By allocating enough time, the contents should be fully understood in several weeks if possible, and then, if the spellings and pronunciations of words become sufficiently familiar, the learner begins the textbook constructed as '(B) of A (including the replaying devices)'. The textbook constructed as '(C) of A (including the replaying devices)' may be studied first, but if possible, '(B) of A (including the replaying devices)' is first studied, and then, if it becomes familiar, both can be concurrently studied.

Next, the tentatively named 'foreign language -> meaning (i.e., English-Korean /understanding) method study book' constructed as '(B) of A' and 'corresponding replaying devices' are used if possible after learning through the study book constructed as '(A) of A (including replaying devices)' is completed, and before the study book constructed as '(C) of A (including replaying devices)', and if it becomes familiar to a predetermined degree, both can be concurrently used.

If learning is performed using the study book as the example illustrated in FIG. 1A, not only the meanings of the 'foreign language words' 101 and the 'learning target foreign language words' 103 are learned, but also matching words 105 matching those words and other words similar to the matching words 105 according to classification of meanings are also learned. Accordingly, when reading or listening later, through thus learned matching words 105, it can be quickly understood which word having which meaning the learning target foreign language word 103 has. The ability that the learning target foreign language words 103 can also be quickly selected in a package when writing or speaking is tried by selecting these matching words 105 can be developed.

Since the foreign language words 101 and the learning target foreign language words 103 and the matching words 105 of those words are in a relationship of mutually matching words, the reverse is also true.

Also, since grammatical information such as information on the word order relationships and function word information is learned together, the vocabulary ability thus developed is the same as the composition ability and the ability to use the whole sentence is formed. Since the process forming the ability is also performed by stage, the learning process is easy without stress, and cannot be compared with the conventional method in which sentences are to be memorized unconditionally.

Accordingly, in the utilization of this textbook, which is the meaning of the 'learning target foreign language word¹ 103 is learned through the 'meaning' part and the 'mother tongue meaning sentence' part in the example of FIG. 1A, and also which 'matching word' 105 having which meaning usually accompanies is understood. Also, all the other grammatical information, including information on which word order relationship the 'learning target foreign language word' 103 and the "matching word¹ 105 have, and whether or not a function word such as a preposition or article is used when these words are associated, and, if used, which function word those words receives help from is understood.

One process in which each 'learning target foreign language word' 103 is exposed takes about 10 seconds in the beginning stage. If this process is repeated again and again, the required time will be reduced down to 1 or 2 seconds such that the process can be quickly finished as if the learner reads lines. However, when studying, it does not need to try to memorize sentences at a time with a desire for accurate understanding, or to hold the book for a long time as if it is the only and last opportunity. Quickly finishing the whole part and repeating it again is much better for establishing a grammatical system and memorizing activities.

Also, in order to develop to voice language ability (listening and speaking), the replaying devices are used. However, it is preferable that this is performed after familiarization to a predetermined degree through the study books. Also, in this case, which words are matching words, and how are the other grammatical information should be thought about when studying.

Learners should try to understand how different the pronunciations of individual words learned in the textbooks constructed as '(A) of A (including the replaying devices)¹ is from the pronunciations of the words placed in a sentence as with the replaying devices. Also, it is preferable to practice by following the pronunciations. In the beginning, learners would feel the sentences are spoken quickly. If it becomes familiar, the whole part of the study book constructed as '(B) of A' is repeatedly studied together with listening to all parts of the replaying device. Accordingly, the study efficiency increases. For reference, if studying through this study book become familiar to a degree, then, it is performed concurrently with studying through the study book constructed as '(C) of A (including the replaying devices)¹. In the case of words showing conversion of a part of speech, how the part of speech changes as the word is placed in each position should be confirmed with interest, and words are studied in the same method as described above. Finally, the tentatively named 'meaning -> foreign language (i.e., Korean-English

/expression) method study book' constructed as '(C) of A¹, and 'replaying devices corresponding to this' are used if possible after learning through the study book constructed as '(A) of A (including the replaying devices)' is finished. If the study book constructed as '(B) of A (including the replaying devices)¹ becomes familiar to a degree, both are studied concurrently.

If learning is performed through the study books as the examples illustrated in FIG. 3, the foreign language writing ability increases greatly. In the process of foreign language writing, the writing is performed not in the manner in which sentences are memorized and then, writing is performed as if the sentences are poured out. Instead, in the beginning stage, learning can be performed by stage from developing the ability to select and arrange according to word order matching words that are content words even though function words such as a preposition or article are incorrectly used. Since there is no stress to brains and this process is the same as the principle that a human being learns language, if the repetitive study is continuously performed, the ability of speaking and writing at a high level can be developed in a short time.

Accordingly, in the utilization of this textbook, in the example illustrated in FIG. 3, with covering the "foreign language words (foreign language synonyms for a mother tongue word) and foreign language writing sentence' part (©, (D, ©, 0), selection of foreign language words and writing is tried sequentially according to the following order as table 1 below for each 'leading meaning word (®).

Table 1

Leading meaning word (®) -> mother tongue synonym (⁽D) -> foreign language word (foreign language synonym for a mother tongue word (©) -> first meaning sentence (©) -> foreign language writing sentence for the first meaning sentence ((D) -> second meaning sentence (©) -> foreign language writing sentence for the second meaning sentence (©) -> third meaning sentence (®) -> foreign language writing sentence for the third meaning sentence ((D) -> (continues) ....

Another structure of a foreign language study book according to an embodiment of the present invention relates to a structure of a foreign language dictionary (mother tongue synonym dictionary for foreign language words) and a vocabulary book. This will now be explained with reference to FIGS. 4, 5A, 5B, 7A and 7B.

Referring to attached drawing, in a method of including words in a foreign language dictionary (mother tongue synonym dictionary for foreign language words) and a vocabulary book, if search target head words are used with different meanings in use in an actual language environment even though the words have the same spellings and pronunciations, or the same origins, the words are distinguished as different words and separately included as the inclusion example of the 'search target head words' 400 illustrated in FIG. 4.

Also, in including foreign language example sentences and interpreted sentences in a mother tongue, as illustrated in FIG. 4, one or both of 'search target head words' 430, and 'mother tongue meaning words' 440 explaining those words are marked by a variety of emphasis marks (i.e., color, underline, bold, Italic, association line, or a combination of them) so that the words can be the most outstanding in each sentence. Also, for one or both of 'foreign language matching words' 450 appearing in the sentences usually accompanying those words, and 'mother tongue matching meaning words' 460, different marks (color, underline, bold, Italic, association line, or a combination of them) are marked so that those word can be included in a discriminative manner from other foreign language words and mother tongue meaning words in the sentences.

Besides, if the 'search target head word' 400 is a word showing the 'conversion of a part of speech¹ phenomenon, for example, if the word is used as a verb and also as a noun without inflection, or is used as an adjective and also as an adverb or verb without inflection, as '510' of FIG. 5A, '520' of FIG. 5B, and '400' of FIG. 4, those words are included in units of meanings instead of spellings. Also, examples in which a variety of conversions of a part of speech of the 'search target head words' 400 occur are collected and included so that the characteristic of how a part of speech changes according to the position in which a word is placed in a sentence without inflection can be known at a glance.

This is an example of English from among foreign languages. In the case of a language having an agglutinative language grammar, such as Korean, it is constructed so that the characteristic of how a part of speech is converted through a variety of changes in the ending of a word in relation to the fixed stem of the word can be known at a glance. Also for other languages, it is constructed in the same method by reflecting the characteristic of the phenomenon of conversion of a part of speech in each language. In addition, the foreign language dictionary and vocabulary book can be implemented in the form of digital documents, and online documents as well as paper documents.

The 'foreign language dictionary (mother tongue synonym dictionary for foreign language words)' and the 'vocabulary book¹ give the effect of developing vocabulary and composition ability that are most required to develop practical foreign language ability as well as simply searching for meanings of words.

Next, utilization examples of the "foreign language dictionary (mother tongue synonym dictionary for foreign language words)¹ and the 'vocabulary book¹ will now be explained. However, this utilization example is not absolute one and each learner can appropriately adjust the utilization according to the learning stages (learning level, learning degree, learned amount, etc.).

Unlike the foreign language study books including ¹A and B' in which words having the same spellings and pronunciations are arranged over the whole inclusion area after being dispersed irregularly as the examples illustrated in FIGS. 1A through 1 H, the 'foreign language dictionary (mother tongue synonym dictionary for foreign language words)' and the 'vocabulary book' arrange word by collecting according to spellings though words are still distinguished in units of meanings as illustrated in FIG. 4. Since the method of the 'foreign language dictionary (mother tongue synonym dictionary for foreign language words)' and the 'vocabulary book' is more appropriate to the principle that a human being develop the vocabulary ability than the inclusion method of the conventional foreign language dictionaries and vocabulary books, in addition to the purpose of simple search and reference, they also have a great effect in practical language learning no less than the 'foreign language study books including A and B'.

Accordingly, when there is an unknown word, they are referred to not only for identifying the meaning as the conventional dictionaries. In addition, in a manner similar to that for utilizing the textbooks constructed as '(B) of A¹ from among the foreign language study books including 'A and B', if they are utilized also with interest in which 'foreign language matching words' 450 accompany the "search target head words' 430 in sentences, which is other grammatical information such as word order information or function word information related to the matching words, and in the case of a word showing conversion of a part of speech, how the part of speech changes according to the position in which the word is placed in a sentence, the effect of learning words and sentences greatly increases. Another structure of a foreign language study book according to an embodiment of the present invention relates to a structure of original foreign language books (novels, etc.) for foreign language study, and this will now be explained with reference to FIG. 2C.

Referring to the English-Korean novel illustrated in FIG. 2C in which translation is shown with the original text on the opposite page, in the included foreign language sentences and corresponding sentences interpreted in a mother tongue, the 'learning target foreign language words' 103 and the 'meaning explaining words' 104 are marked by a variety of emphasis marks, and the 'matching words' 105 and the 'matching meaning words' 106 are also marked by other marks so that those words can be included in a discriminative manner from other words.

In the case of the 'original foreign language book', in a manner similar to that for utilizing the textbooks constructed as "(B) of A' from among the foreign language study books including ¹A and B', if they are utilized also with interest in which 'foreign language matching words' 105 accompany the 'learning target foreign language word' 103 in sentences, and which is other grammatical information such as word order information or function word information related to the matching words, the vocabulary and composition ability can greatly increase.

In another structure according to an embodiment of the present invention, if the number of each of foreign language matching words 105, 350, and 450, and the mother tongue matching words 106, 360, and 460, matching respectively with the learning target foreign language words 103 and 330, the search target head words 430, and the meaning explaining words 104, 340, and 440 explaining meanings of those words, is two of more in one sentence, as the example illustrated in FIG. 2D, the structure is formed so that a level is indicated in a variety of formats according to the frequency of exposure or the degree of importance. The utilization method is similar to those of the above embodiments, but has an advantage of considering priority when studying matching words. Finally, the 'foreign language study books' according to an embodiment of the present invention include study books (paper documents, or digital documents, online documents) constructed in a variety of methods as described above, foreign language dictionaries and vocabulary books. Also, the replaying devices using the foreign language study books includes digital recording apparatuses (computers, software, PDA, moving picture players, electronic pocketbooks, CDs, DVDs, MP3, PMP, etc.), online (wired and/or wireless) apparatuses (the Internet, PDA, DMB, mobile phones, etc.), and magnetic recording apparatuses (videotapes, audiotapes, etc.) structured and manufactured based on the foreign language study books.

Accordingly, in addition to paper documents, the foreign language study books according to the variety of embodiments of the present invention can be stored in the replaying devices as the digital recording apparatuses, the online (wired and/or wireless) apparatuses, and the magnetic recording apparatuses, and can be seen and heard through the replaying devices.

Also, as illustrated in FIG. 8, in the case of the digital recording apparatus or online apparatuses (tools), for example, when a mouse or touch pen is put on a foreign language word 103, a meaning explaining word 104, a matching word 105, or a matching meaning word 106, or automatically, the word can be distinguished and indicated by a method such as an association line, color change, underline, bold letters, Italic letters, so that a pair of matching words can be known, or when necessary, the marks can be hidden so that they cannot be seen.

While the present invention has been particularly shown and described with reference to exemplary embodiments thereof, it will be understood by those of ordinary skill in the art that various changes in form and details may be made therein without departing from the spirit and scope of the present invention as defined by the following claims.

Claims

1. A foreign language study book in which learning target foreign language words are distinguished as different words based not on the spelling or pronunciation unit but on the meaning unit of each word, and the words having different meanings are arranged by being dispersed over the whole inclusion area of the study book.

2. The book of claim 1 , wherein at least one of the learning target foreign language word included in example sentences using the learning target foreign language word, a meaning explaining word explaining the meaning of the learning target foreign language word, a matching word accompanying the learning target foreign language word, and a matching meaning word accompanying the meaning explaining word is marked by an emphasis mark and included.

3. The book of claim 2, wherein in the position in which a word showing conversion of a part of speech from among the learning target foreign language words included in the example sentences using the learning target foreign language words is included is placed, a variety of examples of conversion of a part of speech of the word are collected and included.

4. The book of claim 1 , wherein in the position in which a word showing conversion of a part of speech from among the learning target foreign language words included in the example sentences using the learning target foreign language words is included is placed, a variety of examples of conversion of a part of speech of the word are collected and included.

5. A foreign language study book in which search target head words are distinguished as different head words based not on the spelling or pronunciation unit but on the meaning unit of each word.

6. The book of claim 5, wherein at least one of the search target head word included in example sentences using the search target head word, a meaning explaining word explaining the meaning of the search target head word, a matching word accompanying the search target head word, and a matching meaning word accompanying the meaning explaining word is marked by an emphasis mark and included.

7. The book of claim 6, wherein in the position in which a word showing conversion of a part of speech from among the search target head words included in the example sentences using the search target head words is included is placed, a variety of examples of conversion of a part of speech of the word are collected and included.

8. The book of claim 5, wherein in the position in which a word showing conversion of a part of speech from among the search target head words included in the example sentences using the search target head words is included is placed, a variety of examples of conversion of a part of speech of the word are collected and included.

9. A foreign language study book in which at least one of a learning target foreign language word included in an example sentence using foreign language words, and a meaning explaining word explaining the meaning of the learning target foreign language word is marked by an emphasis mark, and at least one of a matching word accompanying the learning target foreign language word, and a matching meaning word accompanying the meaning explaining word is marked by an emphasis mark and included.

10. The book of any one of claims 2, 3, 6, 7, and 9, wherein a variety of levels are given and indicated to the matching words or the matching meaning words according to the frequency of exposure or the degree of importance.

11. The book of any one of claims 1 through 9, wherein a variety of inflections of all foreign language words included in the foreign language study book, or of the learning target foreign language words, the search target head words, the foreign language words, or the learning target foreign language words are included.

12. A replaying device at least once recording a variety of inflections of all foreign language words included in the foreign language study book of any one of claims 1 through 9, or of the learning target foreign language words, the search target head words, the foreign language words, or the learning target foreign language words are included.

13. A replaying device at least once recording foreign language words and foreign language sentences from in the contents of the foreign language study book of any one of claims 1 through 9, or the whole contents according to the inclusion method.

14. A replaying device structured based on the inclusion method of the foreign language study book of any one of claims 1 through 9.

15. A replaying device structured based on the inclusion method of the foreign language study book of any one of claims 2, 3, 6, 7, and 9, wherein if a mouse or touch pen is put on a matching word and a matching meaning word associated with each other, it is indicated that the words are associated with each other.

16. A replaying device based on the book of any one of claims 2, 3, 4, 7, and 9, wherein a variety of levels are given and indicated to the matching words or the matching meaning words according to the frequency of exposure or the degree of importance.