The Influence of Foreign Language Experiences on Children’s Language Development: A Review and Suggestions for Future Research

이현아,송현주 연세대학교 언어정보연구원 2019 언어사실과 관점 Vol.46 No.-

Monolingual children are more likely to be exposed to multiple languages than ever before as foreign language education is gaining popularity around the world and new technologies make it easier to access multiple languages. The purpose of this paper is to provide a comprehensive review of previous studies on the effects of foreign language exposure on children's understanding and learning of foreign languages. In this review, the experiences of foreign language exposure that affect children's understanding of foreign languages are categorized into two major aspects, namely, the amount of foreign language exposure and the types of foreign language exposure. We reviewed how each factor influences children's language learning. In addition, we suggest the direction of future research on important questions arising from the systematic review of previous studies. Suggestions for future research will ultimately explain the underlying mechanisms of foreign language learning and are expected to help develop effective foreign language learning methods.

에콜로지(Ecology) 그리고 외국어 교육

이승복(Seungbok Lee) 한국중원언어학회 2012 언어학연구 Vol.0 No.22

The purpose of this study is to search for foreign language teaching strategies based on ecological principle of the correlation between human beings’ brain and language acquisition, suggesting that this ecological principle should be applied to the language classroom in order to produce more effective teaching methods. The fundamental principle for foreign language teaching suggested in this study is summarized as follows: First, the sooner children learn to study foreign language(s), the better their skills become because there exists a critical period for language acquisition. Second, sufficient and comprehensible input is crucial for language acquisition and thus teachers’ teaching focus should be on how to expose their learners to a rich linguistic environment. Last, foreign language teachers need to create a classroom atmosphere where learners enjoy taking risks and making mistakes as a result of having a high level of motivation and confidence and a low level of anxiety.

중국인 유학생의 한국어 어휘 습득 연구

김경령 ( Kyung Ryung Kim ) 대한언어학회 2010 언어학 Vol.18 No.4

This study is about foreign students` Korean vocabulary acquisition procedure. Thirty-three foreign students and ten native speaking Korean students who attend University in Korea participated in this study. All foreign students were in various majors at different universities. Both foreign and Korean students participated in reaction time, error rates and lectio quotient tests. They also answered four basic survey questions. The findings of this research are stated below. There exist quite a few differences between foreign and Korean students` reaction time and error rates results. Native speakers of Korean showed quite stable results at cognizing various vocabularies which appeared alone or inside sentences while foreign students showed stable results when vocabularies appeared only within sentences. Second, foreign students were better at cognizing nouns than verbs. Sino Korean words seemed more difficult to acquire than foreign loan words or Korean native tongue words. Acquiring colloquial language seemed to be easier than literary language. Acquiring idiomatic expressions was also one of the difficult lexis for foreign students. Error rates, reaction time and lectio quotient results did not show proportionate relationships. This study implies that foreign international students have to be trained in a more systematic manner using various methods for Korean vocabulary acquisition.

외국어 불안 연구에 관한 고찰

김정옥,민수정 한국언어과학회 2016 언어과학 Vol.23 No.3

Out of many factors that hinder the learners' motivation and language performance, this paper explores the foreign language anxiety(FLA) which is referred to as the one of the most powerful predictors on students' language performance. The purpose of this study is to review the studies on FLA and discuss how it is differentiated between learners and target languages. The reviewing process will provide the foreign language educators how FLA influences the language performance and achievement of learners differently according to learners' levels, L1s, and countries. The findings could offer the comparison between studies on Korean students' FLA and those on students of other countries. It will eventually give the language teachers a perspective on how they can possibly create a learning environment which can alleviate language learners' FLA.

외국어로서의 스페인어 학습자의 메타언어적 발화에 대한 이론적 고찰

김지은(Kim, Ji-Eun) 한국외국어교육학회 2021 Foreign languages education Vol.28 No.4

The objective of this study is to propose metalinguistic verbalization as a way to help Spanish learners as a foreign language convert explicit knowledge into implicit knowledge. In second language classrooms, metalinguistic verbalization is usually carried out by teachers or appears in the textbook. But, in this paper, we will focus on metalinguistic verbalization carried out by learners and analyze its effects on Spanish as a foreign language acquisition. First, we will divide metalinguistic verbalization into three phases (input, restructuring, and output) and introduce the learner’s actions that appear in each phase. Second, we will explain how these actions influence the construction of implicit knowledge based on metalinguistic reflection, grammar consciousness-raising, noticing hypothesis, cognitive constructivism, meaningful learning, and comprehensible output hypothesis. As a result of the study, it has been theoretically proven that metalinguistic verbalization carried out by learners is a useful learning method that helps to form implicit knowledge. However, it should not be forgotten that learners should practice the target linguistic elements so that they can automatically process the acquired knowledge. El objetivo de este estudio es proponer la verbalización metalingüística como una manera de ayudar a los estudiantes de español como lengua extranjera a convertir el conocimiento explícito en implícito. En las aulas de la segunda lengua, la verbalización metalingüística suele ser realizada por los profesores o aparece en el libro de texto. Pero, en este artículo, nos centraremos en la verbalización metalingüística llevada a cabo por los alumnos y analizaremos sus efectos en la adquisición del español como lengua extranjera. En primer lugar, dividiremos la verbalización metalingüística en tres fases (input, reestructuración y output) y presentaremos las acciones del alumno que aparecen en cada fase. En segundo lugar, explicaremos cómo influyen estas acciones en la construcción del conocimiento implícito, basándonos en la reflexión metalingüística, el aumento de la conciencia gramatical, la hipótesis del reconocimiento, el constructivismo cognitivo, el aprendizaje significativo y la hipótesis del output comprensible. Como resultado del estudio, se ha demostrado teóricamente que la verbalización metalingüística realizada por los alumnos es una manera de aprendizaje útil que ayuda a formar el conocimiento implícito. Sin embargo, no se debe olvidar que los alumnos tienen que practicar los elementos lingüísticos meta para que puedan procesar automáticamente el conocimiento adquirido.

외국어 교육 개선 방향 연구 - 한국어교육을 중심으로 -

허용 한국언어문화교육학회 2014 언어와 문화 Vol.10 No.3

This paper discusses how to make the environment of acquisition of foreign languages including Korean better for the higher level of students such as prospective foreign language teachers. We argue that languages are the expressions of mental reality of the native speakers, the students should be taught to understand the cognitive characteristics of the target languages, otherwise they fail to reach to the level they require. We firstly discuss how grammar, lexicology, and phonology differ one language to another, by which we urge that contrastive linguistics, language universals, language typology, and cognitive linguistics should be involved for the betterment of 2nd and foreign language acquisition. This claim will be enforced by the following section, in which how the phonology is related with cognition is discussed.

일본어 능력 향상을 위한 학습법에 관한 실천연구

박혜성(朴蕙成),최진희(崔??) 한국일본문화학회 2018 日本文化學報 Vol.0 No.79

This study is about learning Japanese language. It includes the effectiveness of memorization and shadowing with the result of survey on learning method. A test for language improvement shows that memorization helps to improve Japanese language proficiency, but shadowing does not affect. It"s obvious that memorization is a very effective way to improve Japanese language proficiency. On the other hand, survey respondents positively assess both memorization and shadowing. Memorization shows real improvement of Japanese language proficiency, the language learners who answer the survey also say that it helps speak, read and listen to Japanese. In terms of effectiveness, shadowing does not shows outstanding results for improving Japanese language proficiency. However, the language learners say that shadowing is helpful for learning as it makes them practice the language easily and interestingly. They think shadowing helps speak, read and listen to Japanese. Shadowing does not shows meaningful result now. If it is practiced for plenty of time, however, it also can be a good learning method which helps language learners improve their Japanese language proficiency in the long run. `How long does shadowing be conducted to improve Japanese language proficiency?` will be my next subject of study.

Teaching Korean Language to Filipino Students

Jay-Ar M. Igno(제이알 마뉴엘 이그노) 대구대학교 다문화사회정책연구소 2015 현대사회와 다문화 Vol.5 No.2

“한국어는 정말 재미있지만 너무 어렵습니다.” 한국어를 배우는 학생들 사이에서 흔히 듣게 되는 이 표현 때문에, 한국어 교육 과정을 흥미로우면서 단순하게 구성하는 방법에 대한 연구가 시작되었다. 이에 본 연구는 한국어 교육 및 학습 전략을 공유하기 위해 필리핀의 한국어 교수, 학생을 대상으로 필리핀 학생 대상 한국어 교육의 모범 사례에 관한 설문조사와 개인 인터뷰가 진행되고 이를 분석하였다. 조사 결과에 따르면, 필리핀어와 한국어의 문장 구조 간 공통점과 함께 지도 수단이 중요한 역할을 담당하는 것으로 나타났다. 또한 한국어 문법 수업으로 넘어가기 전 발음 규칙을 충분하게 다뤄주는 것이 필요하다. 예를 들어 [k]와 [g], [t]와 [d], [p]와 [b]의 이음 변인, [n]→[l], [p]→[m], [k]→[ŋ]의 형태 음운 과정을 짚고 넘어가야 한다. 암기, 반복, 구두 발표 등 전통적인 외국어 교육 및 학습 방식이 여전히 효과적인 것으로 밝혀졌으므로 이에 기반한 첨단 기술과 도구, 즉 컴퓨터 보조 프로그램, 온라인 응용 프로그램, 시청각 수단이 필요하다. 이러한 측면에서, 교수와 학생의 언어학에 대한 기초 지식은 큰 도움이 된다. “Korean language is really interesting but very difficult.” This expression commonly heard amongst Korean language learners triggered researchers to conduct studies on how this course can be made interesting yet simple. That curiosity lead to this endeavour and to share some teaching and learning strategies, surveys and personal interviews were conducted with teachers of the Korean language in the Philippines regarding their best practices in teaching Filipino students. Students were also surveyed and interviewed. Preliminary findings show that medium of instruction is one vital part alongside with the comparability of the sentence structures of Filipino and Korean languages. Another key point is the thorough discussion on the pronunciation rules before proceeding to grammar lessons such as the: allophonic variation on [k] and [g], [t] and [d], and [p] and [b]; and morphophonemic processes on [n] → [l], [p] → [m], and [k] → [ŋ], among others. Traditional approaches to learning and teaching a foreign language were still found effective such as memorization, repetition, and oral presentation, hence, newer technology and means are deemed necessary like computer assisted programs, online applications, and audio-visual aids. Thus, the background in linguistics for the teacher and the students is also of great help.

상호배타성 가정의 선택적 사용 능력의 발달: 2세와 3세 아동 비교 연구

이현아,김은영,송현주 한국심리학회 산하 한국발달심리학회 2017 한국심리학회지 발달 Vol.30 No.1

Young children readily exploit the mutual exclusivity assumption that each object has one category label, when inferring the referent of a novel word. However, one should suspend this assumption when interpreting a word from a foreign language, which does not share the same knowledge of words with one’s native language. The present study investigated 2- to 3-year-olds’ ability to suspend the mutual exclusivity assumption toward a foreign word. In the native language test trials, a Korean-speaking experimenter presented the children with one familiar object and one novel object, and asked the child to pick a referent of a novel Korean word, “muppi”. In the foreign language trials, on the other hand, a Spanish-speaking experimenter presented the child with one familiar and one novel object, and asked the child to pick a referent of a novel Spanish word, “Pefo”. In the native language test trials, children chose the novel object more often than predicted by chance and there was no significant age difference. In the foreign language test trials, 2-year-olds again selected the novel object more often than predicted by chance, whereas 3-year-olds’ performance was not significantly different from chance. These results suggest that the ability to suspend mutual exclusivity in interpreting a foreign word develops between 2 and 3 years of age. 단어와 그 지시체가 일대일로 연결될 것이라는 상호배타성 가정은 아동들이 초기 언어 습득 과정에서 낯선 단어의 의미를 추론할 때 흔히 적용하는 가정이지만, 모국어와 의미 체계를 공유하지 않는 외국어에 속한 낯선 단어의 의미를 추론할 때에는 보류되어야 한다. 본 연구는 만 2-3세 아동을 대상으로 외국어 단어에 대해 상호배타성 가정을 보류하는 능력이 언제부터 발달하는지 알아보았다. 모국어 검사 시행에서 모국어 실험자가 친숙 사물과 비친숙 사물을 동시에 제시하고 낯선 모국어 단어(‘무삐’)의 지시체를 요구하였을 때, 아동들은 상호배타성 가정을 적용하여 우연 수준보다 높은 수준으로 비친숙 사물을 선택하였으며, 비친숙 사물을 선택한 비율에 연령 간 차이가 나타나지 않았다. 한편, 외국어 검사 시행에서 외국어 실험자가 친숙 사물과 비친숙 사물을 동시에 제시하고 낯선 외국어 단어(‘pefo’)의 지시체를 건네 달라고 요구하였을 때에는 연령 간 수행의 차이가 나타났다. 2세 아동은 상호배타성 가정을 적용하여 비친숙 사물을 우연 수준보다 더 높은 비율로 선택한 반면, 3세 아동의 비친숙 사물 선택 비율은 우연 수준과 다르지 않았다. 이러한 결과는 외국어 단어에 대해 상호배타성 가정을 보류하는 능력이 적어도 3세에는 뚜렷하게 나타남을 시사한다.

문화 습득 및 적응 능력의 개인차와 외국어 습득: 이문화 민감성 측정 도구의 종류와 활용에 관한 고찰

최문홍 인문사회 21 2022 인문사회 21 Vol.13 No.6

Individual Differences in Cultural Sensitivity and SecondLanguage Acquisition: An Overview of Assessment ToolsMunhong Choe Abstract: In an effort to explore the relationship between individuals’ varying cultural sensitivity and their willingness and ability to learn a second language, this review paper aims to achieve two goals. First, we present a detailed overview of theoretical underpinnings and measurement models of cultural sensitivity, which has been referred to by various other names such as cultural intelligence, intercultural sensitivity, and multicultural competence. The commonly identified components and developmental aspects of cultural sensitivity are discussed along with the difficulties in operationalizing it for assessment purposes. Next, drawing upon four distinct methods of measuring individuals’ cultural sensitivity, we propose some areas of research that can incorporate or utilize the proposed conceptualizations and instruments in the context of second language teaching and learning. Key Words: Cultural Sensitivity, Intercultural Competence, Measurement, Second Language Acquisition, Foreign Language Education 문화 습득 및 적응 능력의 개인차와 외국어 습득:이문화 민감성 측정 도구의 종류와 활용에 관한 고찰최 문 홍* 연구 목적: 본 연구는 문화 습득 역량에는 개인차가 존재하고, 특히 문화적 차이에 대한 예민한 이해력, 수용력, 재현력의 차이가 외국어 습득에 큰 영향을 미친다는 가설의 이론적 배경과 의의를 검토할 목적으로 수행되었다. 연구 방법: 이 목적에 단계적으로 다가가기 위해 여기서는 문화 민감성(문화에 대한 예민한 감각)을 개념적으로 규명하고 실증적으로 측정하기 위한 기존 도구들을 종합적으로 고찰하였다. 연구 내용: 문화 민감성은 문화 지능, 이문화 감성, 다문화 역량 등 다양한 이름으로 논의되고 있는데, 지금까지 가장 널리 사용되고 있는 네 가지 도구가 가정하고 있는 문화 민감성의 속성과 구성 능력을 자세하게 살펴보았다. 또한 다문화 습득 능력은 외국어 습득의 기초를 이루는 중요한 개념임에도 지금까지 문화 민감성에 관한 연구가 주로 경영, 간호, 대중매체, 사회심리학 분야에서 이루어지고 있음을 지적했다. 결론 및 제언: 결론으로 다문화 습득과 외국어 습득의 관계를 탐구하기 위해 정립해야 할 문제들을 제시하고, 외국어 교수・학습 연구에 더 적합한 도구를 개발할 필요가 있음을 제안했다. 핵심어: 문화 민감성, 다문화 역량, 측정 도구, 외국어 습득, 외국어 교육 □ Received: Oct. 31, 2022, Revised: Nov. 18, 2022, Accepted: Dec. 20, 2022* Professor, Chonnam National Univ. (전남대학교 영어교육과 교수, Email: munhong@jnu.ac.kr)