MNEMONIC VOCABULARY LEARNING STRATEGIES OF NON-HERITAGE KOREAN

LANGUAGE STUDENTS
Author(s): Mary Shin Kim
Source: The Korean Language in America , 2000, Vol. 5, Papers from the Fifth National
Conference on Korean Language Education (2000), pp. 303-316
Published by: Penn State University Press

Stable URL: https://www.jstor.org/stable/42922327

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms

Penn State University Press is collaborating with JSTOR to digitize, preserve and extend access
to The Korean Language in America

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
 MNEMONIC VOCABULARY LEARNING STRATEGIES
OF NON-HERITAGE KOREAN LANGUAGE STUDENTS

Mary Shin Kim

University of California, Los Angeles

In the 1980's, linguists and language teachers re-evaluated the import

vocabulary acquisition in second language learning. Since that time a
amount of research has been conducted in this area in order to ga
understanding of the nature and process of vocabulary learning in
language acquisition. Much of this research focused on English vocab
learning as a second or foreign language. Studies on Korean vocabu
acquisition as a second or foreign language have been rare. As a Ko
language instructor for non-heritage university students, I have observed
for a survey showing how students actually conduct their vocabulary lea
To facilitate non-heritage Korean language students with their voca
acquisition, we need to understand the nature and process of learning
from a non-heritage learner's perspective.
By adapting the research methods of A. D. Cohen (1990), I investig
how students retain and recall Korean vocabulary in a short given time.
language students find themselves frequently in a situation where they
retain new words with the meanings in a short period of time for later us
are often asked to memorize words with no context attached. Previous rese
has shown that in the early stages of learning a second language, words ar
effectively learned in isolated form than contexualized form (Channell,
Carter, 1998; Cohen & Aphek, 1980; Nation & Coady, 1988; Law
Hogben, 1996). I have focused on studying how students retain new word
independent item without a context in the initial stages of language learni
Examining the kinds of mnemonic approaches students adopt and
relationship between their approaches and their success at retention help
comprehend a learner's cognitive intuition. As R. Sanaoui points out,
focusing on vocabulary acquisition do not show exactly how wo
processed mentally, but they help us understand the learners' study habits
I further investigated the differences between high-score stud
approaches and low-score students' approaches, and uncovered which str
are efficient and effective. The results of this study also suggest a peda
implication for learning and teaching Korean vocabulary.

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
304 Mary Shin Kim

Method

Subjects
The subjects were 25 university students learning Korean as a foreign language
at UCLA (22 undergraduate students, 3 graduate students). They were enrolled
in the first-year elementary Korean class during the 1999-2000 academic year.
Many had diverse backgrounds in languages such as Chinese, English, Japanese,
and Vietnamese. The students had little or no Korean language background.

Instruments and Procedures

The research method for this study was adapted from A. D. Cohen's study
(1990). Cohen used word memory exercises as a tool to observe how learners
remember words. In this study, the students were given ten minutes to memorize
ten words in Korean with short English translations. The words were selected
from Integrated Korean Beginning 2. Among the ten words, the first three words
were nouns, the next four words were verbs, and the last three words were
adjectives. The students were allowed to write and pronounce the words out
loud. After ten minutes, they were tested on the ten words they were asked to
memorize. The students were asked to translate the 10 English words into
Korean. After they finished the test, they compared their answers with the
correct answers. Finally, the students were asked to mark whether they
memorized the words through rote memorization or with mnemonic approaches.
If they adopted a mnemonic approach, they were asked to write about the kind
of mnemonic approaches they used. The students were asked to provide a
detailed explanation of their mnemonic strategies. This survey was conducted
again a month later with new words.

Data Analysis

The raw score was calculated based on a student's performance on the

vocabulary recall tests. If a student wrote a correct Korean word corresponding
to its English translation he or she received one point. No partial score was
given. The maximum total score for each test was 10, and the minimum score
was 0. This raw score was converted into to a percentage score to assess a
student's performance. For the analysis of the mnemonic approaches the
students adopted, the students were categorized into four groups. The first
group consisted of high-scoring students (at least 70% correct) who adopted a
mnemonic approach, the second group consisted of high-scoring students who
did not use any mnemonic approach. The third group consisted of low-scoring
students (below 70% correct) who applied mnemonic strategies. The last group
consisted of low-scoring students who did not use mnemonic strategies on the
test.

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
 Mnemonic Vocabulary Learning Strategies 305

Results and Discussion

Mnemonic Approaches
Mnemonic approaches refer to approaches that learners adopt to facilitate their
retention of new words or phrases. The learners transform to-be-learned
materials into a form that makes them easier to remember (Bellezza, 1981).
Mere repetition of the words was not considered as a mnemonic approach.

Types of Mnemonic Approaches

The students who utilized mnemonic associations to remember words adopted
various types of approaches. The mnemonic approaches that the students
adopted were categorized into four groups.

Sound Associations
The most frequently used approaches were based on sound similarities. An
acoustic link (Cohen & Aphek, 1980), a native-language word which has
similar sound in part or all of the foreign language word, was often used.
Students associated the pronunciation of the Korean word with an English word
which had a similar sound such as pokcaphata (to be crowded) with porkchop ,
kenkang (health) with gun, Icvevhovk (schedule) with schedule , and cenhwa-kelta
(to make a phone call) with the verb to call. Students with Chinese and Japanese
language backgrounds made similar sound associations between Chinese and
Japanese words with Korean words such as moca (a hat), tungsan (hiking),
saykkkal (color), and kenkang (health).
Students also remembered the pronunciation of a new Korean word by
associating the new word with a previous learned word, such as pvalkahta (to be
red) with ppalli (fast), and kyelhon (marriage) with kvewul (winter) and honca
(alone). Some students remembered words by combining the English and
Korean pronunciation. For the word kipwun-i-cohta (to feel good), a student
associated ki with English glee and pwun with another Korean word pwun which
means person, and then remembered the word by connecting it in a sentence - a
gleeful person feels good. Some students also easily remembered new Korean
words with peculiar pronunciations such as ccikta (to take picture). The students
associated the word with the sound of the click of a camera.

Morphological Association
The students also used many morphological associations. For the Korean word
wuntonghwa (sneakers) they linked the word with wuntong (exercise). For the
word sakata (to go with a purchased item), they linked the two word sata (to
buy) and kata (to go). Many students remembered the word hyuil (holiday) by
connecting it with a previously learned word il (day). Some students found
morphological connections in color terms such as ppalkahta (to be red), nolahta
(to be yellow), phalahta . (to be blue), and kkamahta (to be black). Although the

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
306 Mary Shin Kim

students were not informed of the agglutinative character of these words, they
managed to make morphological associations.

Word Grouping
Word grouping (Oxford & Scarcella, 1994) strategies were also utilized by the
students. For the Korean word moca (a hat), students linked the word with meli
(a head) because a hat sits on a head. For the Korean word tungsan (hiking),
some students associated tung (to climb up) with another Korean word with the
same spelling and pronunciation but a different meaning (one's back), and then
further linked tungsan and backpacking to remember the word hiking. This
strategy involves linking words with other words which have a co-relationship
with topics, parts of speech, language functions, or semantic features.

Keyword Technique
A few students used a mnemonic approach called keyword technique , which is
based on a combination of visual and aural imagery (Atkinson and Raugh, 1975;
Nation, 1983). A foreign word is associated with an English word or other
language word which has similar sound in part or all, then a mental image of the
two words is formed. For the Malay word pintu (door), learners can remember
the English word pin and then imagine a pin stuck into a door (Nation, 1983). In
this Korean vocabulary study, one student first associated the Korean word
ccikta (to take a picture) with the English word cheek , and then visualized a
person taking a picture of someone's cheek. For the Korean word tungsan
(hiking), a student associated the word with the English word sun, and imagined
going hiking on a sunny day.

Students sometimes used a combination of these techniques.

Strategies and Success

On the first vocabulary test, 76% of the students correctly answered at least 70%
of the words, and 24% of the students scored less than 70%. Among the high-
score students, 53% used mnemonic approaches for all or some of the words.
47% of the high-score students did not adopt any mnemonic approach. Among
the 24% students with low scores, 30% used mnemonic approaches. Those who
did not use a mnemonic approach usually just repeated the words by writing
them down or orally pronouncing them.
On the second vocabulary test, 60% of the students correctly answered
at least 70% of the words. Among the high-score students, 83% used mnemonic
approaches to remember the words and 17% did not. Among the 40% of the
students who scored less than 70%, only 13% used mnemonic approaches.
The students who used mnemonic approaches in the first test and
consistently adopted these approaches on the second test tended to receive high-
scores on the second test. The students who received high scores on the first test

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
 Mnemonic Vocabulary Learning Strategies 307

by relying on rote memorization did not adopt mnemonic strategies on the

second test, and their scores tended to fall.
The results indicate a relationship between a student's mnemonic
approach and his or her success at retention. The majority of the students who
adopted mnemonic approached received high scores on both tests. These
students not only adopted many strategies on each test, but also used elaborate
and imaginative approaches. The students who used mnemonic approaches, but
did not perform well on the tests used limited numbers and types of mnemonic
approaches.
This tends to confirm that M. J. Lawson and D. Hogben's study on
vocabulary learning strategies of foreign language may apply to Korean
vocabulary learning strategies as well. Lawson and Hogben found in their study
that the high-scoring group used more than twice the number of strategies and
used the strategies more consistently than the low-scoring group. When the
students adopted more and wider choices of strategies, they were more
successful on the word test.
A comparison of the results of the first and second test also shows that
the majority of the students who adopted various mnemonic approaches had
consistently high scores on both tests, while the students who did not use any
mnemonic approach did not always continue to have high scores on the second
test. This indicates that those who use elaborate and active mnemonic
approaches may be able to retain words successfully more consistently. When
students acquire words through an active, constructive, and elaborate process,
they will recall it more easily (Lawson & Hogben, 1996).
This study also indicates that students who do not use mnemonic
strategies may have the potential to score higher on vocabulary tests by adopting
the various types of mnemonic approaches. In this study the students were not
informed of the kind of mnemonic approaches that are available. These students
did not utilize mnemonic approaches either because they did not know about
them, did not want to adopt them, or they did not know how to use them. It is
important to provide students with information about the learning process so that
they can develop their own sophisticated learning strategies.
The discrepancy between the high-scoring students and the low-scoring
students, and the differences between the students who used mnemonic
strategies and those who did not could be explained by various learners'
variables such as language background, age, motivation, learning strategies, and
time. Many of these variables are not within the reach of the language teachers
because they are personal and private territories. However, there are some
territories, such as learning strategies, where teachers and students can
collaborate to facilitate a student's language learning. Students can then develop
their own strategies and select the strategies that work best for them.

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
308 Mary Shin Kim

Effectiveness of the Mnemonic Strategies

The mnemonic approaches most frequently adopted by the students were based
on sound association. This finding is consistent with P. Meara' s findings on
clang association. Meara found that foreign language learners have a tendency
to be stimulated more by phonological resemblance, e.g. dog, clog, frog, than
semantic resemblance in encountering new words as young children do (Meara,
1982).
However, sound associations do not always bring successful retention
of the word especially in terms of pronunciation and spelling. In this study,
when students associated the target Korean words with English, Japanese, or
Chinese words, they sometimes misspelled the Korean words. The students were
confused especially between bright and dark vowels and between aspirated and
unaspirated sounds. The students retained the Korean words better when the
words had unusual and distinctive sound qualities. The students easily
remembered words such as pokcap-hata , ttattushata , and ccikta because of their
peculiar pronunciations. Still, the learners who utilized mnemonic associations
on the two tests misspelled only 12% of the words.
Morphological association can help students form a network of related
words. Because Korean language is an agglutinative language, this strategy can
be a systematic and efficient way of learning new words. Morphological
associations may have brought a high rate of success in retaining new words
because the students were already familiar with parts of the words such as
affixes, stems, and roots. The students can save time and produce the word more
accurately because of the familiar word structure. To further develop a student's
morphological approach to learning words, Korean instructors need to teach the
Korean word structure and word-formational processes such as derivation,
compounding, and abbreviation.
The use of word grouping strategies also appeared effective. The
students who used this approach were able to form a network of words by
creating many categories. This approach can be very useful in expanding a
learner's vocabulary. In this study most of the students grouped the words by
topic, but students can also use a variety of other categories such as language
function, parts of speech, and semantic features to diversify their learning
strategies.
Keyword technique is known to be an effective strategy for L2 learners.
The strategy helps students facilitate word retention through the use of images.
Picturing words helps students retain words by provoking the productive and
receptive senses of the learners (Carter, 1998). Students tend to remember a
word better if the image is distinctive and striking (Nation, 1983). In this study
not many students adopted this strategy. Some of the students were unaware of
this technique. Keyword technique may also be less useful for English speakers
learning Korean because Korean and English do not share a similar alphabet or

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
 Mnemonic Vocabulary Learning Strategies 309

sound system unlike English and other European languages. However, utilizing
images can be a useful tool for word acquisition.

Pedagogical Implication

Teaching mnemonic approaches may help teachers and students develop

guidelines and strategies for Korean word acquisition. There is a need for
developing guidelines and approaches which will work for large and various
groups of Korean learners, helping them become independent learners. As R. L.
Oxford and R. C. Scarcella emphasized, students should no longer be expected
to learn vocabulary on their own without much guidance. Systematic and direct
vocabulary teaching methods should be available for students.
However, some questions remain about these approaches. Should these
strategies be created by learners themselves or by teachers? Are these strategies
useful, not only in an individual context, but also in group activities?
Previous research on mnemonic approaches suggests that the learning
strategies are more effective when learners produce them. Cohen and Aphek
suggest that it is crucial to allow students to make their own associations.
Learners retain words for a longer time when an association is created through
their own effort.
R. Sanaoui contrasts a student's vocabulary learning approach as
structured approach versus unstructured approach, and suggests that learners
develop structured approaches. Structured approaches refer to extensive and
self-created approaches which provide learners with many opportunities for
retaining, recording, and producing vocabulary. In this study, some Korean
students used many different strategies which were selected from personal
experience, previous knowledge, and intuition. Students who create mnemonic
associations enjoy the learning process because the words become personalized.
Cognitively sophisticated learners are already familiar and capable of
making their own associations. The students who are not aware of these
strategies need to be trained so that they know how to create associations. The
training process will help students become aware of the wide range of
possibilities that are available to them. How to train learners to use mnemonic
approach is the next question.
Teachers can train students to use mnemonic approaches by having
students keep word flashcards. On each flashcard, a student writes a word, its
meaning, an association they made, and other related words. The students can
represent the meaning through a demonstration, gesture, giving examples,
definitions, pictures, and situations (Redman & Ellis, 1989). This type of
activity will help students become familiar with a word and also allow them to
personify the word. Once a student accumulates a certain number of flashcards,
a teacher will ask the student organize the words by topic, part of speech,

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
310 Mary Shin Kim

language function, and synonyms and antonyms (Oxford &Scarcella, 1994). The
teacher will collect the flashcards regularly to make sure the student is learning
the words correctly. The students may also share their flashcards and compare
them with those of other students.
Activities can be more effective than mere instruction for teaching and
learning language. To have students successfully learn vocabulary, follow-up
word activities should be incorporated. Forming a vocabulary network may be a
useful activity (Redman & Ellis, 1989). A vocabulary network may be used to
expand a student's vocabulary through the forming of a network of new and old
words that are related. For instance, when a student is learning vocabulary
related to a topic, such as a house, the student will be given an uncompleted
vocabulary network exercise related to a house. The vocabulary network
exercise will have some words which students are familiar with. The students
will fill in the spaces with the closely related new words from the word list
(Appendix A).
This activity can be assigned as homework or can be practiced as a pair
activity during class. To organize this pair activity, students should be divided
into groups that collaborate to expand the vocabulary. For instance, if students
are learning words related to occupation, they can discuss new words related to
this topic, such as the place of work, duties, pay, and the special features of the
occupation (Redman & Ellis, 1989). After each group finishes the activity, they
will exchange their word groupings with another group and compare their ideas.
If they find any differences, they will discuss how they are different and why
they are different (Appendix B). This vocabulary network can be useful not only
for vocabulary learning, but also as a brainstorming activity before writing
essays or journals to review words they can use in their writings.
Another possible activity is a morphological vocabulary exercise for
the students. Teachers can make vocabulary exercises based on morphological
rules such as compounding, derivation, and abbreviation. The students will learn
how the words are formed, and they will then further expand their vocabulary by
applying these rules to words that they already know. For instances, they will
learn some compound verbs by connecting two separate verbs that can be
transformed into one compound verb. (Appendix C).

Conclusion

The results of this study indicate a strong relationship between a student's

mnemonic approach and his or her success at Korean vocabulary retention. The
students who adopted elaborate and diverse mnemonic approaches received high
scores on the word tests. The study also reveals that students who use elaborate
and active mnemonic approaches may be able to retain words successfully more
consistently than those who do not adopt any mnemonic approach. The study

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
 Mnemonic Vocabulary Learning Strategies 311

shows that students are capable of creating their own associations, actively
manipulate new words, use elaborate word memory processes, and personalize
words based on their previous knowledge, experience, or imagination. The
students who actively adopted mnemonic approaches paid special attention on
the words and the process of learning them.
The mnemonic approach that students adopted were usually based on
sound association, morphological association, word grouping method, and
keyword technique. The first three approaches were especially effective for
students to retain new words and their meanings. For non-heritage Korean
language learners, sound association may be an effective word retention device
because the similar sounding words in their native language inspired their
cognitive intuition to remember the new Korean words well. Morphological
association may be effective because the students are already familiar with the
word structure, and the morphological association is systematic and time-
efficient way of learning new words. Forming a vocabulary network may be
helpful for students because it helps group new words and previously learned
words by topic, parts of speech, and language function. Keyword technique may
also be helpful for some students because the imagery they create may leave a
strong visual impression in their minds.
This study further suggests that students who do not use mnemonic
strategies may have the potential to score higher on vocabulary tests by adopting
mnemonic approaches. Students need to develop their own effective mnemonic
vocabulary learning strategies, therefore they need to be aware of the many
mnemonic approaches they can adopt in retaining new words. Non-heritage
Korean language learners need to further develop mnemonic vocabulary
learning strategies in order to go through "depth of processing," which is crucial
in word acquisition (Craik &Lockhart, 1972).

References

Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford

University Press.
Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic
keyword method to the acquisition of a Russian vocabulary, Journal
of Exverimental Psychology, 96 , 124-129.
Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics, and
criteria. Review of Educational Research , 57, 247-275.
Carter, R. (1998). Vocabulary : Applied linguistic perspectives. London:
Routledge.
Carter, R., & McCarthy, M. (1988). Vocabulary and language teaching.
London: Longman.

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
312 Mary Shin Kim

Channell, J. (1988). Psycholinguistic considerations in the study of L2

vocabulary acquisition, In R. Carter & M. McCarthy (Eds.),
Vocabulary and language teaching (dd. 83-96). London: Longman.
Cohen, A. D. (1990). Language learning : Insights for learners , teachers, and
researchers. New York: Newbury House.
Cohen, A. D., & Aphek, E. (1980). Retention of second language vocabulary
over time: Investigating the role of mnemonic associations. System, 8 ,
221-235.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for
memory research. Journal of Verbal Learning & Verbal Behavior, 77,
671-684.
Kojic-Sabo, I., & Lightbown, P. M. (1999). Students' approaches to vocabulary
learning and their relationship to success. The Modern Language
Journal, 83 , 176-192.
Lawson, M. J., & Hogben, D. (1996). The vocabulary learning strategies of
foreign-language students. Language Learning, 46 , 101-135.
Meara, P. (1981). Vocabulary acquisition: A neglected aspect of language
learning. Language Teaching and Linguistics Abstracts, 13 , 221-246.
Meara, P. (1982). Word associations in a foreign language: A report on the
Birkbeck Vocabulary Project, Nottingham Linguistic Circular, 77, 29-
37.
Nation, P. (1983). Teaching and learning vocabulary. English Language
Institute: University of Wellington.
Nation, P., & Coady, J. (1988). Vocabulary and reading. In R. Carter & M.
McCarthy (Eds.), Vocabulary and language teaching (pp. 97-110).
London: Longman.
Oxford, R., & Scarcella, R. (1994). Second language vocabulary learning among
adults: State of the art in vocabulary instruction. System, 22, 231-243.
Redman, S., & Ellis, R. (1989). A way with words. Cambridge: Cambridge
Universitv Press.

Sanaoui, R. (1995). Adult learners' approaches to learning vocabulary in second

languages. The Modern Language Journal, 79 , 15-28.

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
 Mnemonic Vocabulary Learning Strategies 313

Appendix A

1. Complete the following vocabulary network by adding the words from the
box. Add appropriate objects for each room.

cd - ~~
cd c 5c5 oSz>
2. Answer the following questions in Korean.
(1) o]z)*' JSL-f. #ô]
(2) oļīļAļ a.* žH|H?
(3) oļcļ7ļ- *i]<ä

3. Compare your vocabulary network and your answers with

4. List the things you usually do in each room inside your h

(1) t^^H S.*

(2) ^-ä°H Jà*

(3) WH iL*

(4) J¿*

(Adap

This content downloaded from

72.233.151.70 of:ffff:ffff on Thu, 01 Jan 1976 12:34:56 UTC
All use subject to https://about.jstor.org/terms
314 Mary Shin Kim

Appendix B

1 .Complete the following table with the appropriate words.

Occupation

_n±

c>ļ-'?' -ìì^r

2. Discuss
estimated sa

Occupation

Aļ-^Aļ- ~

71

JĶ±

<>>? ^ I I

3. Discuss with your classm

future. Explain why you wo

(Adapted from Redman & E

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
 Mnemonic Vocabulary Learning Strategies 315

Appendix C

1. Combine the following two separate verbs into one compound verb. Then,
analyze the compound verb and write definitions for each.

(1) Verb stem + -°K°1 ) + Verb (7>4/ J2.tj-/tļ-u| tļ-)

I 7}tļ- I 2. 4 I

to walk ( ) (To come on ( )

foot)

Aļ-cļ- Aļ-_2.c(- ÑA
to buy

1-4 s.o>cļ.uļcļ.
to turn (to return) (

Lļ-Cj-
( ) ( ) (to wander

1-4 NA

(2) Verb s

I W I ^ ~

(to ( ) (to change

replace) |

(3) Verb stem + -JL +

I 7'A I -Ž-4 I cļ-uļcļ-

7M4 7>*lā!7} tļ-
to take (to take ( ) ( )
possession of something)

3-4 Bj-ÕLÍE}-
toride

°J cļ-
to wear (to go wearing ( ) ( )

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms
316 Mary Shirt Kim

2. Choose an appropriate compound verb from the below box.

E J-āL tļ-CItļ-, ^Oļ-E^-Cļ-, 7}7]3_ 4^^,

^Oļcļ-ļt}, 1-o^cļ-, ^oļcļ-uļcļ-,

(1) ēļ-jn.4^1 aļit

(2) á-f-SKn. >-M •£■§:

(3) £ii Aáí|7]- -fe] ^

(4) 7HV «īH

3. Answer th

(1) j±f- S}-5L0fl ^ £-§: <yjl Cļ-Uļ£?

(2) #o>7l-Ä?
(3) 7>»g- <?H € 7>XļjL Cj-^-S.?
(4) ìL-f- 21-Ä?

This content downloaded from

72.233.151.70 on Thu, 03 Mar 2022 21:26:36 UTC
All use subject to https://about.jstor.org/terms