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How Should Four Language Skills Be Integrated in General English Course?
Dami Lee 이화여자대학교 영미학연구소 1998 영어학 연구 Vol.- No.3
The purpose of the present paper is to propose an integrated general English course in Korean college There has been a widespread concern about whether four language skills, listening, speaking, reading, and writing should be integrated in the second/foreign language curriculum Based on the claim that language is learned best and easiest when it is whole and in natural context (Goodman & Goodman, 1986, Krashen, 1985), we suggest that the integration of four language skills is a key principle for second/foreign language development We also suggest that if the integration is crucial for the development of communicative competence, the general English course should be integrated (Hanyang University)
Processing of L2 English Relative Clauses - Testing the Filler-Gap Hypothesis
Dami Lee(이다미),Soo-ok Kweon(권수옥) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.1
This study examined processing of L2 English relative clauses by testing the Filler-Gap Hypothesis (Hawkins, 1999; O"Grady 1997). For that goal, we partially replicated Diessel and Tomasello (2004), who examined L1 acquisition of relative clauses by English-and German-speaking children. The Filler-Gap Hypothesis states that the structural distance between head and gap determines the processing difficulty pertained within relative clauses. Taking this hypothesis as a theoretical starting-point, we used an elicited imitation task to tap 48 L2 learners" knowledge of English relative clauses. The results of the study demonstrated that subject relatives retained greater accuracy scores than object relatives, which in turn retained greater accuracy scores than indirect object and oblique relatives. These results were largely consistent with the predictions made by the FGH, but only partially consistent with Diessel and Tomasello"s L1 data.
Lee, Il-Jae,Lee, Dami 한국중앙영어영문학회 2007 영어영문학연구 Vol.49 No.4
This article brings up theoretical shortcomings of the Structural Distance Hypothesis (SDH), claimed in O'Grady et al. (2003). The SDH alleges that there exists a syntactic dependency between the head noun (filler) of relative clause (RC) and the Case position (gap) of the operator (OP) in L2 RC. This dependency accounts for the processing difficulty captured within the RCs of the NPAH (Noun Phrase Accessibility Hierarchy, Keenan & Comrie, 1977). This article, however, submits the arguments against the SDH: (i) The role of filler seems to be pointless because the position of gap is sufficient to calculate processing difficulty. (ii) The gaps in SUB RCs and DO RCs have different syntactic properties for fair comparison. (iii) The role of OP is crucial during relativization, but it is completely overlooked in the SDH. And, (iv) the SDH cannot predict processing difficulties for homogeneous RCs. In contrast, the phase analysis under the minimalist framework (Chomsky, 1998, 1999, 2001) provides an alternative account for determining the processing difficulty for SUB RCs and DO RCs as well as for other RCs on the lower end of the NPAH. The alternative account hinges on the occurrences of phase penetration by the target features, as being probed and agreed by C and T and merged into Spec-C and Spec-T. By restricting the processing difficulty within the conditions of phase penetration, L2 acquisition studies can be shed light on with a more principled insight into anticipating the UG-constrained developmental order in RCs.
L2 Retention and Attrition of Korean Numeral Classifiers
Dami Lee 한국응용언어학회 2006 응용 언어학 Vol.22 No.2
This study examined L2 maintenance and loss of Korean numeral classifiers to see if the regression hypothesis (Jacobson, 1941; 1968) holds. The regression hypothesis states that language components learned first will be lost last. Taking the regression hypothesis as a theoretical starting-point, we used both comprehension and production tasks to measure 82 L2 attriters’ knowledge of Korean numeral classifiers. The results showed that while the recall of classifiers declined rather quickly and precipitously after L2 disuse, the recognition of classifiers remained stable for a considerable period of time. The results also demonstrated that the attrition of numeral classifiers tended to occur in an reverse order in which they had been learned. That is, the classifiers retained longest were those learned earliest. Such classifiers were the human classifier myeng and neutral classifier kay. These findings appear to be consistent with the predictions made by the regression hypothesis.
A Sentence Processing Study of Relative Clauses in Korean with Two Attachment Sites
Dami Lee(이다미),Soo-Ok Kweon(권수옥) 담화·인지언어학회 2004 담화와 인지 Vol.11 No.2
In the literature of relative clause (RC) attachment preferences with two antecedents, cross-linguistic differences have been reported. While abundant empirical studies have confirmed that English shows low attachment preference (LA), research on Korean, theoretically predicted to prefer high attachment preference (HA) has been scarce. Empirical support of the theory is in need for this language. Regarding the methodology, it has been shown that online and offline experiments produce consistent attachment preference for head-initial languages (e.g. English, Spanish). However, Japanese, a head final-language has shown an asymmetry between online and offline experiments. The purpose of the present study is twofold: First, to determine whether Korean is indeed an HA preference language, as is predicted by general psycholinguistic processing principles. Second, whether different kinds of methodology provide different attachment preferences in Korean, as in Japanese, but not in English. In the current study, a written survey test (offline) and a self-pace reading task (online) provided consistent results: HA preference for Korean. Therefore, we suggest that Korean indeed prefers HA and does not show the asymmetry to attachment preference, observed in Japanese. Cross-linguistic differences based on word order and test methodology are discussed.
Age Constraints on L2 Learners’ Processing of Derivational Morphology
Dami Lee 한국외국어교육학회 2015 Foreign languages education Vol.22 No.1
This study examined how L2 learners of English process morphologically complex words (e.g., bareness) and psuedowords (e.g.,*boilness) to investigate if the L2 processing of derivational morphology is subject to critical period effects. It has been claimed that native speakers rely on procedural memory to process morphologically complex words, while L2 learners tend to utilize declarative memory to process them (Ullman, 2001, 2004, 2005). According to Ullman, L2 learners’ reliance on declarative memory for processing morphologically complex words is due to maturational changes in procedural memory. Two related experiments with a masked priming lexical decision task were conducted with two groups of Korean learners: early and late L2 learners. With regard to the results, early L2 learners showed stem priming effects for morphologically related prime-target pairs, which is indicative of morphological decomposition. On the other hand, late L2 learners did not provide any evidence of stem priming, indicating that they might have processed the morphologically complex word/pseudoword as a whole unit. These data suggest that the L2 processing of late learners is different from that of early learners.