The concise associative and dissociative dictionary as a resource for accelerated teaching of a foreign language: experimental testing of the theory

¹ Taras Shevchenko National University of Kyiv, Institute of Philology, 14 Shevchenko Blvd, 01601, Kyiv, Ukraine
² Upgrades Language School, Skeppargatan 27, 11452 , Stockholm Sweden

^* Corresponding author:slavovall16@gmail.com

Abstract

The paper outlines the results of experimental testing of the effectiveness of the principles of analogy, cognitive effects and the frame-cluster approach as a basis for a concise associative and dissociative dictionary, which is seen as a means of accelerated teaching of a foreign language based on the knowledge of the mediator language (here: English). It is a proven fact that analogy (including association) is a universal principle of thinking which enables one to correctly identify lexical units of the language of one group through the mediator. The correctness of involving the dissociative principle has been confirmed experimentally: it is based on memorizing the uncommon and different. Accelerated, interest-driven teaching of a foreign language based on associative and dissociative principles takes into account the resources of cognitive effects, which are cognitive illusions not controlled by consciousness. We have substantiated the expediency of distributing vocabulary in the proposed dictionary according to the frame-cluster principle, in which the learner constructs a situationally relevant phrase from cluster-organized associated forms. Repeated use of lexemes in communication provides a correction of errors over time. The experiment confirmed that such a dictionary can satisfy the needs of the modern information society, where multilingual communication is in demand.