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제 3언어 폐쇄음 산출에 대한 제 2언어 능숙도와 언어 간 유형적 유사성 효과
오미라(Mira Oh) 서울대학교 언어교육원 2024 語學硏究 Vol.60 No.1
This study examined L3 stops produced by two groups of L3 learners, KEJ speakers (L1 Korean/L2 English/L3 Japanese) and JEK speakers (L1 Japanese/L2 English/L3 Korean), with varying levels of L2 and L3 proficiency. The learners produced L2 and L3 stops in word-initial position, and the VOTs and F0 of their L3 stops were compared to those of monolingual speakers. This study had four main findings. First, JEK speakers produced native-like L3-Korean aspirated stops in terms of VOT when they are advanced L2 speakers. This is known as the positive L2 effect. Second, KEJ speakers proficient in both L2 and L3 produced native-like voiced and voiceless stops in L3-Japanese in terms of VOT. Third, the disparities in outcomes between JEK and KEJ speakers with respect to the L2 effect were due to the typological similarities between L1 and L2. Finally, both JEK and KEJ speakers produced native-like L3 stops in terms of F0 only after acquiring advanced proficiency in both L2 and L3. These findings suggest that the interaction between L2 and L3 proficiency levels and L1 and L2 typological similarities affects the production of L3 stops.
This and These in Korean Graduate Students' Academic Writing
Sun-Young Oh 서울대학교 언어교육원 2012 語學硏究 Vol.48 No.3
This study examines the use of the demonstratives this/these in Korean graduate students’ research papers in Applied Linguistics. The focus of analysis is on the frequency of their occurrence as determiners and pronouns, the linguistic contexts in which each demonstrative type occurs, and the identification of inappropriate uses. The findings are discussed in comparison with published authors’ use of these demonstratives in the same academic field (Gray & Cortes 2011). The results of the study reveal both similarities and differences between the two groups and disclose typical misuses by the students. The implications of these results for teaching academic writing are considered with some examples of useful exercises.
황보영식 서울대학교 언어교육원 2012 語學硏究 Vol.48 No.3
The purpose of this paper is to investigate the distribution of the pronunciations (mainly /ju, u, ʌ/) of orthographic <u> in British English. /ju, u, ʌ/ have incurred many complicated problems regarding the status of /j/, the underling form of these vowels, etc. Chomsky and Halle (1968) argue that the pronunciations of <u> are derived from Middle English lax /ʊ/; it becomes /ju/ when it occurs in an open syllable; it remains /ʊ/ when it is preceded by one of the nonnasal labials /p, b, f, v/ and followed by /l, ʃ, ʧ/; elsewhere, that is, in a closed syllable, it becomes /ʌ/. It is expected that the pronunciations of <u> and their contexts are reflected in the present-day pronunciations of <u>. To check this I analyzed the monomorphemic words in the CELEX lexical database; [ʌ] appears mostly in a closed syllable as expected, but it is hard to say that [ju] and [u] occur mostly in the expected contexts. It is also found that /j./ occurs only in a word-medial unstressed open syllable and that the favorite onset of a /u/-syllable is /l, r/, the reason of which is to be studied in the future.
한국 프랑스어 학습자의 자아효능감 향상을 위한 평가 방식 개선방향 모색
최희재 서울대학교 언어교육원 2012 語學硏究 Vol.48 No.1
The purpose of this study is to discuss some alternatives which can contribute to improve the language assessment system in Korea by focusing on the enhancement of french learners’ self-efficacy. For this purpose, we firstly examine the notion of self-efficacy and the four sources affecting self-efficacy. In particular, we show that learners’ self-efficacy have a significant effect on their language use to perform communicative acts. Therefore, secondly, we carefully examined with critical viewpoint on the korean assessment system comparing with the current trends in language assessment, based on an action-oriented approach. Then finally, as conclusion, some recommendations are suggested to overcome the problems of this system and to help four sources of self-efficacy : positive assessment, criterion or standards-referenced tests using qualitative indicators, dynamic assessment using performance assessment tasks, self-evaluation and co-evaluation.
Segmental Acoustic Correlates Associated with the Korean Lenis Stops
Hongoak Yun 서울대학교 언어교육원 2013 語學硏究 Vol.49 No.1
The purpose of this study was to investigate which acoustic correlates to stop feature distinction were realized due to the presence of a segmentation boundary and how semantic focus information contributed to acoustic correlates associated with segmental units. A production study was conducted using Korean lenis stops. The closure durations and VOTs of lenis stops were longer when they were in boundary-initial positions than when they were in boundary-internal positions. The VOTs became longer as the position of words in the structural hierarchy of sentences grew higher. The F0s of vowels were lower when they followed boundary-initial lenis stops than when they followed boundary-internal lenis stops. The semantic focus information resulted in longer VOTs of initial lenis stops and lower F0s in vowels following initial lenis stops. These results indicated that talkers reliably indicated the onset of words and phrases in the closure durations and the VOTs of lenis stops and the F0s of their following vowels.