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The Long-term Effects of Awareness on the L2 Acquisition of the English Passive
Jong-Bai Hwang,Haengku Kang,Moon-Sub Han 한국외국어교육학회 2008 Foreign languages education Vol.15 No.3
This study is a follow-up of Hwang's (2007) empirical study, which investigated the role of awareness in Korean high school students' subsequent learning of the English passive. Hwang (2007) found the positive relationship between awareness and subsequent processing of the target structure and claimed the crucial role of awareness in successful second language learning. The present study explores whether the effects of awareness retain six months after the first post-exposure task of Hwang (2007), which was performed one day after the instruction. The results of the present study revealed the retention of the effects of awareness in the written production task as well as in the multiple-choice recognition task. However, no significant differences were found between the passive group, who were consciously aware of the target structure through a reading text and brief explanation about the English passive, and the preposition group whose attention could be implicitly drawn to the target structure through the reading text only. The results cannot fully support Schmidt's noticing hypothesis and can also be interpreted as providing evidence for the dissociation claim that L2 learning can take place implicitly without conscious awareness.
The Role of Awareness in L2 Learning
Jong-Bai Hwang,Jeong-Im Han,Tae-Hwan Choi 한국응용언어학회 2015 응용 언어학 Vol.31 No.1
Many SLA researchers have explored the role of awareness in L2 learning. Recently, Williams (2004, 2005) offered empirical evidence that L2 learning is feasible without awareness, while Hama and Leow (2010) showed the inability of unaware learners through the hybrid design that measured unawareness both at the encoding stage and at the retrieval stage. This study adopted Hama and Leow’s design to examine whether awareness plays any role in L2 learning of a phonological alternation, specifically, in Chinese speakers’ learning of a Korean palatalization. The experiment consisted of the pretest and the posttest, the three times of training tasks, think-aloud verbal reports during the training tasks, and the postexposure questionnaire. The participants’ performance was measured by the pretest and the posttest, in which they were asked to judge whether the auditory prime of a word given on the computer monitor was correct or not. The results revealed the positive role of awareness; the L2 learners who were aware of the phonological alternation (both at the level of noticing and understanding) showed better performance in their perception of the correct pronunciation than those who were not aware of the alternation. No significant difference was found between the two aware groups (i.e., the noticing group and the understanding group).
Perceived Phonetic Dissimilarity of English /l/ and /r/ by Korean Learners of English
Jong-Bai Hwang,Jeong-Im Han,Bo-Sun Choi 한국외국어교육학회 2006 Foreign languages education Vol.13 No.1
This paper investigates Korean EFL learners’ perceived phonetic dissimilarity of English liquids /l/ and /r/ to test the Korean learners’ relative acquisition difficulty of the two English liquids. Contrary to the prediction of the contrastive analysis hypothesis, a hypothesis from Flege’s (1995) Speech Learning Model asserts that the greater the perceived phonetic dissimilarity between an L2 speech sound and the closest L1 sound, the more likely learners will be to discern the difference between the L1 and L2 sounds. Fifteen Korean EFL learners were asked to judge how well English /l/ and /r/ in various phonological environments represent the Korean liquid, using a scale ranging from 0 (“not like”) to 6 (“exactly the same”). The results of the judgment task showed that Korean L2 learners perceived English /l/ to be more similar to Korean /l/ than English /r/ in syllable-initial, consonant cluster, and intervocalic positions, but not in syllable-final position. The results of the present study are expected to provide a basis for future research which investigates Korean learners’ perception and production of English /l/ and /r/.
Case-marking, Speech, and Topicality in the Korean Causative Construction
Jong-Bai Hwang(황종배) 담화·인지언어학회 2000 담화와 인지 Vol.7 No.2
This paper tries to explain the problematic case marking of the Korean causative constructions which have two accusative case markers for both of the complement subject and the complement object. It examines the pause between the complement object and the verb and the topicality of the complement object and subject in the three related causative structures in Korean, which are thought to differ in their degree of incorporation of the complement object into the verb: DAT-ACC, Double ACC, and Incorporated Comparison of pause between the complement object and the verb in the three structures reveals marginal difference between DAT-ACC and Double ACC and significant difference between Double ACC and Incorporated. There is significant difference in the topicality of the complement object between the three structures. But there is no significant difference in the topicality of the complement subject between the three structures.