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RISS 인기검색어
- 검색키워드
- 주제어 : English L2 spelling (검색결과 6 건)
- 무료
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- 유료
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English L2 Spelling Errors Phonologically Absent in L1 but Present in L2
박채희 새한영어영문학회 2012 새한영어영문학 Vol.54 No.4
This study examined English L2 spellings among Korean L1 learners of English. Two groups of 3rdgraders, Korean L1 English learners (N=36) and native English speakers (N=30), performed a pseudoword spelling task ,in which they listened to an audio recording of pseudowords and dictated what they heard. The task material targeting phonological difference consists of two types of pseudowords: the consonants that exist in both English and in Korean (congruent type) and the consonants that do not exist in Korean but exist English (incongruent type).Data were tested with an experiment with a 2x2 factorial design with “group” and “word type” as independent variables. The results support the prediction that Korean L1 learners of English would have difficulty in spelling pseudowords containing phonemes which do not exist in Korean but are present in English phonology. Pedagogical implications regarding English L2 spellings are addressed.
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Body-coda vs. Onset-rhyme: Based on English L2 Spelling Performance
Chaehee Park 한국중원언어학회 2014 언어학연구 Vol.0 No.32
This study examined English L2 spelling competence among Korean EFL undergraduates (n=63), focusing on phonology and subsyllabic structure differences between English and Korean. Two main research questions were posed: 1) whether or not the participants, seemingly phonologically fully developed, would have difficulty spelling phonemes absent in L1, and 2) whether or not they would retain their L1 linguistic properties in L2 spelling. The participants were given a spelling task with non-words of English, in which they were requested to listen to and write down the recorded non-words in English. The results showed that 1) Korean EFL learners had more difficulty in spelling English only phonemes than the phonemes common for English and Korean and 2) they had more difficulty spelling phonemes absent in the initial syllable rather than the final syllable. The results imply that even adult L2 learners have difficulty in recognizing phonemes absent in their L1, and they still hold their L1 linguistic properties in the performance of L2 spelling. Pedagogical implications and further suggestions regarding English L2 spelling are discussed.
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Body-coda vs. Onset-rhyme: Based on English L2 Spelling Performance
박채희 한국중원언어학회 2014 언어학연구 Vol.0 No.32
This study examined English L2 spelling competence among Korean EFL undergraduates (n=63), focusing on phonology and subsyllabic structure differences between English and Korean. Two main research questions were posed: 1) whether or not the participants, seemingly phonologically fully developed, would have difficulty spelling phonemes absent in L1, and 2) whether or not they would retain their L1 linguistic properties in L2 spelling. The participants were given a spelling task with non-words of English, in which they were requested to listen to and write down the recorded non-words in English. The results showed that 1) Korean EFL learners had more difficulty in spelling English only phonemes than the phonemes common for English and Korean and 2) they had more difficulty spelling phonemes absent in the initial syllable rather than the final syllable. The results imply that even adult L2 learners have difficulty in recognizing phonemes absent in their L1, and they still hold their L1 linguistic properties in the performance of L2 spelling. Pedagogical implications and further suggestions regarding English L2 spelling are discussed.
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English L2 Spelling Errors Phonologically Absent in L1 but Present in L2
Park, Chaehee(박채희) 새한영어영문학회 2012 새한영어영문학 Vol.54 No.4
This study examined English L2 spellings among Korean L1 learners of English. Two groups of 3rdgraders, Korean L1 English learners (N=36) and native English speakers (N=30), performed a pseudoword spelling task ,in which they listened to an audio recording of pseudowords and dictated what they heard. The task material targeting phonological difference consists of two types of pseudowords: the consonants that exist in both English and in Korean (congruent type) and the consonants that do not exist in Korean but exist English (incongruent type).Data were tested with an experiment with a 2x2 factorial design with “group” and “word type” as independent variables. The results support the prediction that Korean L1 learners of English would have difficulty in spelling pseudowords containing phonemes which do not exist in Korean but are present in English phonology. Pedagogical implications regarding English L2 spellings are addressed.
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Orthographic Differences and English L2 Spelling Errors
박채희 한국영어학회 2012 영어학 Vol.12 No.2
This study investigated English L2 spellings among Korean L1 learners of English on the basis of linguistic differences in their L1 and L2 orthography. Two groups of 3rd graders,Korean L1 English learners (N=36) and native English speakers (N=30), performed a pseudoword spelling task, in which they listened to an audio recording of a total of 10 pseudowords and dictated what they heard. The task material targeting orthographic difference consists of two types of pseudowords: more consistent vowels and less consistent vowels. Data were tested with an experiment with a 2 x 2 factorial design with “group” and “word type” as independent variables. Word type included two contrasting types: more consistent and less consistent. The results support the prediction that learners whose L1 is relatively transparent had difficulty in spelling L2 words whose grapheme-phoneme correspondence is less transparent. Further analysis on error types and pedagogical implications regarding English L2 spellings are addressed.
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