Relationships between Teachers’ Intentions and Learners’ Perceptions Concerning Morphosyntactic Feedback

Cho, Hyewon 이화여자대학교 사범대학 교과교육연구소 2012 교과교육학연구 Vol.16 No.4

This present study focused on teachers’ morphosyntactic feedback provided to L2 learners’ ungrammatical forms during interaction-based tasks, and learners’ perceptions about that feedback. The purpose of this study was to investigate whether teachers’ intentional use of prosodic features (i.e., intonation and stress) affects learners’ perceptions concerning morphosyntactic feedback; whether recasts, prompts, and models have different effects on learners’ perceptions; and whether perceived feedback can lead to learners’ subsequent recognition. The participants were eleven students enrolled in an intensive English learning program and their ages ranged from 19 to 21. Two communicative tasks, spot-the-difference and picture sequencing, were employed. A stimulated recall technique and an online language learning journal were used to collect the data, and a tailored-recognition, grammaticality- judgment posttest was adopted to examine the learners’ subsequent recognition. The results indicated that the teachers’ intentions with respect to the prosodic features increased the learners’ perceptions of the corrective purposes of feedback. Recasts indicated that the largest increase in the learners’ perceptions occurred when teachers used more intonation and stress. Finally, morphosyntactic feedback perceived by learners as negative evidence led to more learners’ subsequent recognition of the forms. The findings suggest that perceived morphosyntactic feedback has a positive effect on later recognition of the forms. The implications and limitations are discussed in terms of the relationship between the teachers’ intentions and the learners’ perceptions. 이 연구는 교실 상황에서 교사가 제 2 언어 학습자에게 유도피드백과 오류수정피드백, 모델을 제공할 때, 운율적 요소(억양, 강조)를 사용하는 교사의 의도가 학습자의 인지 혹은 지각에 긍정적인 영향을 미치는 지를 연구하였다. 특히 선행연구에서 학습자가 어휘적, 음운론적인 피드백에 비해 상대적으로 잘 지각하지 못한다고 보고된 통사형태론적인 피드백을 중심으로 살펴보았다. 여기서 통사형태론적인 피드백이란 학습자의 통사형태론적인 오류에 주어지는 피드백을 가리킨다. 회상자극기법과 언어학습일지를 통해 학습자가 보고한 자료를 분석한 결과, 학습자는 교사가 운율적 요소의 사용을 의도하지 않았을 때보다 의도했을 경우에 자신이 받은 통사형태론적인 피드백을 더 정확하게 지각하는 것으로 나타났다. 다시 말해, 교사가 피드백을 제공하면서 운율적 요소를 사용하지 않았을 때보다 사용했을 때 학습자는 그 피드백의 교정목적을 더 정확하게 인지하였다. 특히 오류수정피드백을 사용할 때 교사는 운율적 요소, 즉 억양이나 강조를 더 두드러지게 사용하는 경향이 있었고, 그 결과 학습자에 미치는 효과가 유도피드백이나 모델에 비해 더 두드러졌다. 이는 피드백을 제공할 때 억양과 강조를 사용하려는 교사의 의도가 피드백의 교정 목적을 더 뚜렷하게 해주었고, 그것이 학습자의 지각에 도움이 됐기 때문인 것으로 해석될 수 있다. 이와 같은 결과를 바탕으로 교사는 제 2언어 학습자에게 피드백, 특히 오류수정피드백을 제공할 때 운율적인 요소를 사용함으로써 학습자의 인지 혹은 지각을 높이는데 도움을 줄 수 있을 것으로 보인다.

Relationships between Teachers’ Intentions and Learners’ Perceptions Concerning Morphosyntactic Feedback

조혜원 이화여자대학교 교과교육연구소 2012 교과교육학연구 Vol.16 No.4

This present study focused on teachers’ morphosyntactic feedback provided to L2 learners’ ungrammatical forms during interaction-based tasks, and learners’ perceptions about that feedback. The purpose of this study was to investigate whether teachers’ intentional use of prosodic features (i.e., intonation and stress) affects learners’ perceptions concerning morphosyntactic feedback; whether recasts, prompts, and models have different effects on learners’ perceptions; and whether perceived feedback can lead to learners’ subsequent recognition. The participants were eleven students enrolled in an intensive English learning program and their ages ranged from 19 to 21. Two communicative tasks, spot-the-difference and picture sequencing, were employed. A stimulated recall technique and an online language learning journal were used to collect the data, and a tailored-recognition, grammaticality- judgment posttest was adopted to examine the learners’ subsequent recognition. The results indicated that the teachers’ intentions with respect to the prosodic features increased the learners’ perceptions of the corrective purposes of feedback. Recasts indicated that the largest increase in the learners’ perceptions occurred when teachers used more intonation and stress. Finally, morphosyntactic feedback perceived by learners as negative evidence led to more learners’ subsequent recognition of the forms. The findings suggest that perceived morphosyntactic feedback has a positive effect on later recognition of the forms. The implications and limitations are discussed in terms of the relationship between the teachers’ intentions and the learners’ perceptions.

Two Affective Variables and Language Learners’ Perceptions of Classroom Interaction

Chaochang Wang 아시아영어교육학회 2017 The Journal of Asia TEFL Vol.14 No.1

Second language acquisition theories highlight the fundamental role of social interaction in facilitating learners’ efforts to gain competence in an L2, and consider learners’ perceptions of classroom interaction and their affective states to be as important as teaching, in a way that encourages interaction. However, there is a dearth of research focused on learners’ perceptions of interaction in the target language and the relationships between these perceptions and both communication motivation and communication apprehension in the language-learning classroom. The purpose of the present study, therefore, is to explore the relationship between learners’ perceptions of classroom interaction and learners’ communication motivation and communication apprehension. The participants consisted of 162 sophomore students majoring in applied English at a university in Taiwan. Data were collected via a questionnaire. The results showed significant correlations between the learners’ perceptions of classroom interaction and three variables: English-language classroom communication apprehension, intrinsic motivation, and years of English learning. Further, a multiple regression analysis showed that intrinsic motivation contributed to the learners’ positive perceptions of classroom interaction in regard to using the target language, whereas this was not the case for extrinsic motivation and communication apprehension. The study results have implications for both teaching and research.

몽골인 학습자의 단모음 지각 오류 양상

하영우,안성민 고려대학교 민족문화연구원 2024 民族文化硏究 Vol.103 No.-

본고는 몽골인 학습자의 단모음 지각 오류 양상과 특성을 논의하는 데 목적이 있다. 이를 위해 초급 및 고급 몽골인 학습자를 대상으로 단모음 ‘ㅣ, ㅐ, ㅡ, ㅓ, ㅏ, ㅜ, ㅗ’에 대한 지각 실험을 실시하였으며, 지각에 주요한 오류를 보이는 단모음을 대상으로 오류 발생의 환경과 요인에 대해 분석해 보았다. 연구 결과, 단모음 지각에 있어 음절 구조나 선행 자음의 유형과 같은 음운론적 조건의 영향 관계는 미미하였으며, 단모음 자체가 갖는 음성적 특성이 모음 지각에 더 주요한 단서가 되는 것으로 나타났다. ‘ㅏ, ㅐ, ㅓ’는 초급과 고급 학습자 모두 높은 지각 정확도를 보였다. 그러나 ‘ㅡ’, ‘ㅣ’, ‘ㅜ’, ‘ㅗ’에서는 다양한 지각 오류가 관찰되었다. 특히 ‘ㅡ’와 ‘ㅣ’는 양방향적 지각 오류 관계 구조를 보였는데 이는 몽골어의 음운 체계상 ‘ㅡ’에 대응하는 음소가 존재하지 않아 ‘ㅡ’와 ‘ㅣ’를 서로 혼동하는 것으로 해석하였다. ‘ㅜ’와 ‘ㅗ’는 단방향적 지각 오류 구조를 보였는데 ‘ㅜ’는 ‘ㅡ’로, ‘ㅗ’는 ‘ㅜ’로 듣는 경향이 강했다. 이 오류는 몽골인 학습자의 모어와 한국어의 음운 체계의 차이, 그리고 한국어의 모음 공간 구조 변이가 영향을 미쳤을 것으로 풀이하였다. 숙달도별 분석에서는 초급 및 고급 학습자 간 단모음별 지각 오류율이 대체로 큰 차이를 보이지 않아 초기에 습득된 발음 패턴이 고착화되는 경향을 확인할 수 있었다. 그러나 ‘ㅗ’의 경우 고급 단계에서 지각 오류율이 유의미하게 개선되어 모어의 간섭에도 불구하고 지속적인 교육을 통해 지각 능력을 향상시킬 수 있음을 확인하였다. The purpose of this paper is to explore the patterns and characteristics of monophthong perception errors in Mongolian Korean language learners. For this study, a perception experiment was conducted on the vowels ‘ㅣ, ㅐ, ㅡ, ㅓ, ㅏ, ㅜ, ㅗ’ targeting both beginner and advanced Mongolian learners. Specifically, perception experiments for each monophthong were conducted among beginner and advanced learners to analyze the correlation between learning proficiency, phonological conditions, and individual vowels. The analysis showed that the influence of syllable structure or preceding consonant types on monophthong perception was minimal, and the phonetic characteristics inherent to the monophthongs themselves provided more critical cues for vowel perception. Monophthongs such as ‘ㅏ’, ‘ㅐ’, and ‘ㅓ’ exhibited high perception accuracy among both beginner and advanced learners, whereas ‘ㅡ’, ‘ㅣ’, ‘ㅜ’, and ‘ㅗ’ showed various perception errors. Particularly, ‘ㅡ’ and ‘ㅣ’ demonstrated a bidirectional perceptual error relationship, suggesting confusion between the two due to the absence of a corresponding phoneme for ‘ㅡ’ in Mongolian. ‘ㅜ’ and ‘ㅗ’ showed a unidirectional error structure, with a tendency to perceive ‘ㅜ’ as ‘ㅡ’, and ‘ㅗ’ as ‘ㅜ’. This is interpreted as being influenced by the differences in the phonological systems of the learners' mother tongue and Korean, as well as variations in the vowel space structure of Korean. The rate of monophthong perception errors between beginner and advanced learners did not show significant differences, revealing a pattern of entrenchment in perception errors. However, there was a significant improvement in the perception error rate of the ‘ㅗ’ vowel, suggesting the potential for developing perception skills. The findings of this paper highlight the importance of focused and continuous education on vowel perception in Korean language education and are expected to contribute to providing specific strategies for effectively improving the perception errors of Korean vowels among Mongolian learners.

교수언어로서의 학습자 모어 사용 기능 연구 - 중국인 초급 학습자 대상 한국어 문법 수업을 중심으로 -

유자림 ( Liu Zilin ) 서울대학교 국어교육과 2024 先淸語文 Vol.53 No.-

The purpose of this study is to clarify the function of learner's L1 use as a teaching language in Korean beginner grammar class and to discuss the use of learner's L1. A discourse analysis was conducted on beginner Korean grammar classes targeting co-lingual learners, and the use of the L1 of four teachers was analyzed to reveal the specific function of the use of the L1. Then, by synthesizing the content of the discourse analysis with the perception survey of teachers and learners, the use of the learner's L1 as a teaching language in the beginner grammar class was proposed, specifying the existing discussion on the use of the L1 as a teaching language. Existing studies have presented a comprehensive conclusion that the use of the target language is important, but that learners' L1, when used appropriately, is helpful in learning a foreign language. Currently, further discussions are needed on how to properly use the mother language under what conditions, which this study focuses on. Unlike Korean language classes in Korea that claim to be target language-centered, those in China are characterized by active use of their L1 as a teaching language. This is an educational environment that can provide meaningful educational implications for the use of L1. Therefore, this study set the research topic of using L1 as a teaching language in beginner Korean grammar classes in China. In the discourse analysis stage, through class discourse analysis and frequency analysis based on AS-unit, the function of learner's mother language use in beginner grammar class was classified into information provision function, activity organization and implementation function, emotional communication function, and 10 sub-detailed functions. The four teachers used the information provision function with functions such as presenting grammatical meaning through metalanguage, presenting the context of use of grammar and vocabulary, presenting linguistic and cultural knowledge, translating vocabulary and example sentences, and providing corrective feedback. In addition, activity organization and implementation functions were used as functions such as directing and progressing class activities, questioning, answering, and inducing learners' output. Emotional communication functions were used as functions of reducing learners' anxiety, promoting and motivating learning, and revitalizing the class atmosphere. Teachers actively used their L1 in various functions because of the limited Korean ability of beginner learners and the efficiency of using their L1 in teaching and learning situations targeting co-lingual learners. Then, through interviews conducted with teachers and learners, the recognition of teachers and learners participating in the class was confirmed as follows. Teachers and learners commonly recognized that the use of L1 is necessary in elementary grammar classes, and the reason is mainly for efficient teaching through the help of L1 when understanding grammar and vocabulary, and emotional support such as interest in learning. In addition, teachers and learners commonly recognized that the L1 functions for explaining grammar and vocabulary, running classes and conducting activities. However, unlike teachers, there was a difference in that learners recognized the emotional communication function as a major function of using L1. In addition, both teachers and learners answered that the use of the L1 should be restricted as the level of learning increases, and that it is necessary to use the target language repeatedly instead of the L1 for the contents already learned. Finally, by synthesizing the discourse analysis and interview results, the significance and limitations of using the L1 were clarified. Then, the situations in which the L1 would be appropriately used and the situation in which the L1 use would be limited were discussed. L1 is mainly used in the explanation of vocabulary and grammar of the target language and overall class operation. Since L1 is used at a high rate, it is necessary to use L1 in a planned manner according to the educational situation. This is why situations of whether to use L1 are discussed. In addition, it is also considered important in terms of use of L1 that more than teachers recognize, beginner learners valued the emotional communication function of their L1, which eases the burden of learning and promotes learning. In this way, this study identified the function of using L1 in beginner Korean grammar classes in China and discussed the use of learners' L1 in beginner grammar classes based on teacher and learner recognition. While previous studies have studied the function of L1 use by quantitatively comparing the amount of utterance, or by examining teachers and learners' perceptions of their L1 use through a questionnaire method, this study was conducted in a class of four different teachers and found out the function of using the L1 by comparing and analyzing the patterns of use of the L1 through discourse analysis of the class, and the teacher-learner's perception of the class was combined with the content of the discourse analysis to discuss the use of the L1. In particular, this study did not comprehensively deal with the use of the L1 in Korean language education, but discussed the function and use of the L1 under the specific conditions of a beginner Korean class targeting the co-lingual language learners, making an expanded discussion beyond the existing research. In addition, in various classes targeting learners of various levels, the learner's L1 is actively used, especially in overseas Korean classes. This study, which studied the function of using the L1 under the condition of a beginner grammar class in China where the need for the L1 is relatively high and the use of the L1 is prominent, provides meaningful educational implications for the overseas Korean language education field where the L1 is actively used. This study can provide meaningful information and grounds for exploring ways to teach Korean using learners’ L1.

영어권, 중국어권 학습자의 한국어 모음 지각 -모국어와 목표 언어 간의 음향 자질의 유사성과 한국어 경험의 효과 중심으로-

류나영 국제한국어교육학회 2018 한국어 교육 Vol.29 No.1

This paper investigates how adult Mandarin- and English- speaking learners of Korean perceive Korean vowels, with focus on the effect of the first language (L1) and the second language (L2) acoustic relationship, as well as the influence of Korean language experience. For this study, native Mandarin and Canadian English speakers who have learned Korean as a foreign language, as well as a control group of native Korean speakers, participated in two experiments. Experiment 1 was designed to examine acoustic similarities between Korean and English vowels, as well as Korean and Mandarin vowels to predict which Korean vowels are relatively easy, or difficult for L2 learners to perceive. The linear discriminant analysis (Klecka, 1980) based on their L1–L2 acoustic similarity predicted that L2 Mandarin learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e/ >> /ɨ, ʌ, o, u/ (most difficult), whereas L2 English learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e, ɨ, ʌ/ >> /o, u/ (most difficult). The goal of Experiment 2 was to test how accurately L2 Mandarin and English learners perceive Korean vowels /ɨ, ʌ, o, u/ which are considered to be difficult for L2 learners. The results of a mixed-effects logistic model revealed that English listeners showed higher identification accuracy for Korean vowels than Mandarin listeners, indicating that having a larger L1 vowel inventory than the L2 facilitates L2 vowel perception. However, both groups have the same ranking of Korean vowel perceptual difficulty: ɨ > ʌ > u > o. This finding indicates that adult learners of Korean can perceive the new vowel /ɨ/, which does not exist in their L1, more accurately than the vowel /o/, which is acoustically similar to vowels in their L1, suggesting that L2 learners are more likely to establish additional phonetic categories for new vowels. In terms of the influence of experience with L2, it was found that identification accuracy increases as Korean language experience rises. In other words, the more experienced English and Mandarin learners of Korean are, the more likely they are to have better identification accuracy in Korean vowels than less experienced learners of Korean. Moreover, there is no interaction between L1 background and L2 experience, showing that identification accuracy of Korean vowels is higher as Korean language experience increases regardless of their L1 background. Overall, these findings of the two experiments demonstrated that acoustic similarity between L1 and L2 sounds using the LDA model can partially predict perceptual difficulty in L2 acquisition, indicating that other factors such as perceptual similarity between L1 and L2, the merge of Korean /o/ and /u/ may also influence their Korean vowel perception.

Cyber Learners’ Use and Perceptions of Online Machine Translation Tools

Dosik Moon 한국인터넷방송통신학회 2021 Journal of Advanced Smart Convergence Vol.10 No.4

The current study investigated cyber learners' use and perceptions of online machine translation (MT) tools. The results show that learners use several MT tools frequently and extensively for various second language learning (L2) purposes according to their needs. The learners' overall perceptions of using MT for English learning were generally positive. The learners reported several advantages of machine translation: ease of use, helpful feedback, effective revision, and facilitation of self-directed learning. At the same time, a considerable number of learners were aware of MT’s drawbacks, such as awkward sentences, inaccurate grammar, and inappropriate words, and thus held a negative or skeptical view on the quality and accuracy of MT. These findings have important pedagogical implications for using MT in the context of a cyber university. For successful integration of MT in English classes, teachers need to provide appropriate guidelines and training that will help learners use MT effectively.

Does Perception Lead Production?: A Case Study of English Stress by Korean EFL Learners

Hyun-ju Kim,Hijo Kang 한국언어학회 2022 언어 Vol.47 No.1

This study tested the perception-production link hypothesis by examining the perception and production of Korean EFL learners on English stress. On the basis of the previous studies, which gave evidence that Korean listeners tend to rely on pitch more than other suprasegmental cues for English stress and that they are partially attentive to intensity and vowel reduction in perception, the study carried out a production experiment and compared the results with those from the perception experiment. When Korean learners read sentences without paying attention to the stress patterns of words, either the segmental or the suprasegmental cues of English stress were rarely implemented in their production. With a focus on the stress patterns, Korean learners produced stressed syllables with longer duration and higher intensity, while using less pitch difference and vowel reduction. These results showed asymmetrical patterns from those of the perception experiment, which suggests that there is no strong perception-production correlation in the acquisition of English stress by Korean EFL learners. However, this study proposes another possibility that EFL learners experience a long time lapse for the perception-production link since they have not been learning the language in English-speaking environments. This possibility will be tested in a follow-up study where advanced ESL learners will participate.

미국 대학 초급 한국어 교실에서 교사의 학습자 모어 사용에 대한학습자의 인식

윤경원 이중언어학회 2019 이중언어학 Vol.75 No.-

This study aims to investigate learners’ perception regarding teacher’suse of learners’ L1 as the instructional language in the American highereducation KFL classroom in order to provide insight for using L1(English) andL2(Korean) in American college setting. 36 respondents of undergraduate KFLlearners (beginner level) participated in the online survey for this study. Thequestionnaire is consisted of five categories that are (1) learners’ preference onteacher’s use of instructional language, (2) learners’ feeling on effect oflearning, (3) judicious and optimal use of learners L1 by a teacher, (4) learners’habitual translation toward target language and (5) open question on freeopinion. The result showed that most of respondents expected a KFL teacherdelivering a course in their L1 although they expressed no clear-cut preferenceon instructional language between L1 and L2. Moreover, learners felt effectiveof L1 in all the linguistic functions such as speaking, listening, reading andwriting while they showed a strong efficacy on oral practices by L2. The normfor judicious and optimal use of L1 still remained unclear, but the function ofL1 as cognitive tools for KFL learners would arouse more judicious insight onteacher’s use of learners’ L1 in the KFL classroom. 본 연구의 목적은 미국 대학 한국어 학습자를 대상으로 교실 내에서 교사의 학습자 모어 사용에 관한 인식을 조사/분석하고, 이를 바탕으로 국외 한국어교실에 적용 가능한 교수언어 사용 방안을 모색하는 것이다. 이를 위하여 미국 조지아주 E 대학 초급 한국어 학습자 36명을 대상으로 설문조사를 실시하였으며, 설문 문항은 (1) 학습자들이 선호하는 교수언어, (2) 학습자가 느끼는 교수언어별 학습 효과, (3) 이상적인 교수언어의 비율, (4) 번역 현상 및 언어 처리 자동화, (5)자유응답 등 총 5개의 범주로 구성하였다. 조사 결과, 대부분의 학습자들은 교사가 교수언어로 자신의 모어나 영어를 사용해줄 것을 희망하는 것으로 나타났으나 그 선호도를 명확하게 밝히지는 않았다. 또한, 대다수의 응답자들이 교사의 학습자 모어 사용은 모든 언어 기능 학습에 효과적이라 느꼈으며, 입말 활용 능력은 목표어 사용 시 아주 효과적이라 보았다. 결과적으로, 신중하고 적절한 학습자 모어 사용이란 무엇인가에 관한 답은 명확히 드러나지 않았으나 학습자 모어가 학습자들의 인지적 도구로 작용하여 목표어 학습과 습득을 용이하게 한다는 점은 명백하였다.

韓國人日本語學習者の日本語アクセントの生成及び知覺

이경숙 ( Kyong Suk Yi ),酒井眞弓 ( Sakai Mayumi ) 한국일어일문학회 2012 日語日文學硏究 Vol.83 No.1

This study examined features relating to the production and perception of Japanese accents by Korean learners and the relationship between the production and perception. Japanese words with two to five morae were used as the study materials. The participants in this study were 14 Korean learners of Japanese in their 20s; moreover, they all had Seoul dialects. The results of the production experiment indicated that Korean learners tend to pronounce Japanese words in type-2 accent patterns; such learners have a narrow pitch range. Moreover, Korean learners tend to pronounce a single word with two falling pitches, which would cause a native Japanese speaker to hear two accented morae in a single word. Further, a type-0 (Heiban; flat) pattern appeared in Korean learners` pronunciation. Incidentally, type-0 does not appear in Korean pitch patterns. The average percentage of correct answers in the perception experiment was 72%. The percentage of correct answers of type-2 and type-0 were more than 85% in words with less than or equal to three morae. The results indicate that difficulty in perception can be attributed to individual accent types. Furthermore, words with type-1 (Atamadaka) and type-2 accent patterns had a high percentage of correct answers, but type-0, type-3, and type-4 patterns were difficult for the learners to produce. The results suggest that production and perception are interdependent. In the future, longitudinal studies on the acquisition of Japanese accents are required.