A Usage-Based Study of L2 Constructional Development: Combining Learner Corpus and Experimental Data

조라미,오선영 한국영어교육학회 2021 ENGLISH TEACHING(영어교육) Vol.76 No.1

By adopting a usage based approach to language acquisition, this study investigate d the emergence and development of L2 constructiona l k n owledg e. A total of 19 English verb argument constructions (VACs) and their associ a t ed verbs were extracted from a learner corpus and three verbal fluency tasks, each conducted in L1 and L2 English and L1 Korean. We compared verb usage in the target V A C s acr oss proficiency levels between the L1 and L2 groups and between data types for VAC productivity and verb VAC associations. The r esults identified three stages through which Korean learners’ VAC knowledge develops in L2 English : emerging throug h the f r equ ent us e of a few general verbs expanding the range of verbs a ssociated wi t h a VAC to include more specific and prototypical verb t ypes and then developing them into a creative constructional schema. Moreover, we determined similariti es between L1 and L2 Eng lish VAC knowledge in higher L2 proficiency levels, as well as L1 Korean inf l u ences related to L1 typology and L1 collocational transfer.

The impact of English language learning on the acquisition of native language among Korean children.

조정순,고현숙,임인재,이신숙 한국응용언어학회 2010 응용 언어학 Vol.26 No.3

The current study intended to explore how English learning affects young Korean learners’ acquisition of their L1. Three groups of young learners different in terms of English learning context participated in the study: EFL, Immersion, and ESL. In order to investigate the possible effects of L2 learning on L1 acquisition among Korean children, their acquisition of phonological processes, lexico-grammatical knowledge, and reading comprehension at discourse level were examined. The results showed that the impact of L2 learning varied across the areas of L1 acquisition, with the most clear-cut difference among groups in lexico-grammatical knowledge. The EFL and immersion children were found largely comparable in their L1 phonological development and reading comprehension. The findings from this study partly supported, but raised questions at the same time about, claims made in previous studies, implying that the impact of L2 learning on L1 acquisition could vary depending on specific contexts of L2 learning to which learners are exposed and the linguistic similarities between the two languages involved.

The Influence of Changing L1 on a Child's Developing L2-English: A Longitudinal Study

권은영,박은성 한국응용언어학회 2016 응용 언어학 Vol.32 No.2

This is a longitudinal case study of a child who began learning English in an ESL environment while still developing her native language, Korean. It examines the participant’s Korean and English negation, plural and possessive markings with a view to tracking evidences of cross-linguistic influences using comparisons to L2-English data from speakers with similar and dissimilar L1s. Data are interpreted using Foster-Cohen’s (2001) Sliding Window approach, which underscores that individual development along a variety of axes including age, cognitive maturity, and native-like performance in L1 should be considered, rather than simply distinguishing L1 from L2 acquisition or early from late acquisition. The results showed cross-linguistic effects for all features studied, with a predominance of Korean to English transfer early in the study period, and English to Korean towards the end. The findings also showed that the participant’s waxing and waning L2 performance during the course of the study reflected changes in her L1 and in the intensity of exposure to both languages.

Identifying L2 Developmental Indices while Controlling for L1 Effects: A Multilevel Ordinal Logistic Regression Analysis

( Yuichiro Kobayashi ) 범태평양 응용언어학회 2021 범태평양응용언어학회지 Vol.25 No.2

This study aimed to identify second language (L2) developmental indices while controlling for the effects of first language (L1). More specifically, this study investigated the differences in the use of metadiscourse markers among learners from different L1 backgrounds. The following research questions were explored: (1) Which metadiscourse markers can be used as developmental indices to predict learners’ proficiency levels? (2) How strongly do learners’ L1s impact their L2 development? To answer these questions, multilevel ordinal logistic regression analysis was performed comparing the metadiscourse in English essays written by three Asian learner groups (i.e., Japanese, Thai, and Taiwanese). The results suggest that the frequencies of transitions and self-mentions are the best predictors of language development of metadiscourse categories. Additionally, this study showed that the multilevel regression model can measure the significance of each metadiscourse category more accurately than the single-level model. Therefore, we must consider the influence of learners’ L1s for precise detection of the linguistic features that predict their proficiency levels. Through this application of multilevel ordinal regression analysis to learner corpus research, this study illustrated the effectiveness of multilevel analysis for tracking the language acquisition process.

The Impact of English Language Learning on the Acquisition of Native Language among Korean Children

Jeongsoon Joh,HyunSook Ko,Injae Lim,Shinsook Lee 한국응용언어학회 2010 응용 언어학 Vol.26 No.3

The current study intended to explore how English learning affects young Korean learners’ acquisition of their L1. Three groups of young learners different in terms of English learning context participated in the study: EFL, Immersion, and ESL. In order to investigate the possible effects of L2 learning on L1 acquisition among Korean children, their acquisition of phonological processes, lexico-grammatical knowledge, and reading comprehension at discourse level were examined. The results showed that the impact of L2 learning varied across the areas of L1 acquisition, with the most clear-cut difference among groups in lexico-grammatical knowledge. The EFL and immersion children were found largely comparable in their L1 phonological development and reading comprehension. The findings from this study partly supported, but raised questions at the same time about, claims made in previous studies, implying that the impact of L2 learning on L1 acquisition could vary depending on specific contexts of L2 learning to which learners are exposed and the linguistic similarities between the two languages involved.

The roles of schooling types in first language development of Korean overseas children

김영주 한국교육개발원 2015 KEDI Journal of Educational Policy Vol.12 No.1

This study investigated the roles of schooling types in first language (L1) development of Korean overseas children. 93 missionary children were recruited and measured for L1 competence and individual variables. Of these, 62 attended an immersive bilingual school with Koreans, and 31 attended an international school with a Korean language program. L1 competence positively correlated with individual variables, as in previous studies, but in different ways, by school. No correlation existed between L1 competence and daily hours of L1 contact for the immersive bilingual group, or with identity or age of leaving Korea for the international school group. These findings show that the correlation between L1 competence and individual variables was limited, compared to schooling types.

Korean ESL Refusals in Face-to-Face Interaction

안미란 한국응용언어학회 2010 응용 언어학 Vol.26 No.2

The present study explores Korean ESL speakers’ face-to-face refusal negotiations over a high-imposition request at two proficiency levels. The findings indicate that increasing L2 proficiency and length of residence in the L2 community obviously enhances Korean ESL speakers’ pragmatic competence, as is demonstrated by marked differences in refusal performance between the two groups, low- proficient and high-proficient. The data collected by face-to-face negotiations exhibit dynamic interactional features, which allow proficiency effect to emerge in the low-proficient group’s refusal performance. Meanwhile, the high proficient group does not replicate native-like refusal formulas, although they can access refusal strategies native speakers use. Instead, they select and arrange the formulas in a different distribution, following their favored track. Regarding how L2 proficiency or length of residence in the L2 community influences pragmatic transfer, the present study displays a complex picture. In terms of native-like immediacy in response to the request, negative pragmatic transfer diminishes with increasing length of residence in the L2 community, although this tendency involves individual differences. On the other hand, negative pragmatic transfer of L1 socio-cultural norms and sentiments prevails in the high- proficient group’s refusal performance, thereby contributing to divergence from native-like refusal strategie

The Influence of Changing L1 on a Child’s Developing L2-English

Eun-Young Kwon,Eun Sung Park 한국응용언어학회 2016 응용 언어학 Vol.32 No.2

This is a longitudinal case study of a child who began learning English in an ESL environment while still developing her native language, Korean. It examines the participant’s Korean and English negation, plural and possessive markings with a view to tracking evidences of cross-linguistic influences using comparisons to L2-English data from speakers with similar and dissimilar L1s. Data are interpreted using Foster-Cohen’s (2001) Sliding Window approach, which underscores that individual development along a variety of axes including age, cognitive maturity, and native-like performance in L1 should be considered, rather than simply distinguishing L1 from L2 acquisition or early from late acquisition. The results showed cross-linguistic effects for all features studied, with a predominance of Korean to English transfer early in the study period, and English to Korean towards the end. The findings also showed that the participant’s waxing and waning L2 performance during the course of the study reflected changes in her L1 and in the intensity of exposure to both languages.

Characterization of Potato Vegetative MADS-Box Gene, POTM1-1, in Response to Hormone Applications

Kang, Sang-Gu,Kang, Hoduck 한국식물학회 2002 Journal of Plant Biology Vol.45 No.4

We used petiole/leaf cuttings from potato (Solanum tuberosum L.) to study the effect of plant hormones on expression of the vegetative MADS-box gene, POTM1-1. Transcript levels were constitutive after treatments with exogenous ABA, GA_3, methyl jasmonate (MeJa), and NAA. However, transcripts amounts were reduced when tissues were treated with BA. High levels of cytokinin disrupted apical dominance and promoted axillary-bud formation. Therefore, based on these results, the POTM1-1 gene may conceivably be involved in maintaining the proper development of vegetative axillary meristems.

Korean adverbial particle -(u)lo , L2 acquisition, particle development process, L1 English learners

( Ebru Turker ) 한국문법교육학회 2017 문법 교육 Vol.31 No.-

This study investigates the acquisition of the multiple meanings of the Korean adverbial particle -(u)lo by L1 American English learners of Korean-as-a-foreign-language studying at U.S. institutions. Beginning, intermediate, and advanced proficiency level learners (N=45) participated in two types of tasks to determine their ability to interpret and produce six meanings of -(u)lo, to which they had been exposed in formal classroom settings. The results indicate different developmental trajectories with respect to different meanings of the particle. The findings of a statistical analysis show that only the transportation meaning of -(u)lo had been acquired by all levels. The intermediate level participants’ performance on the raw material, instrumental, and directional meanings was better than the beginning level participants’ performance, and the advanced level participants demonstrated nearly full acquisition of these four meanings (i.e. transportation, raw material, instrumental, and directional). All groups showed low rates of acquisition for the reason and option meanings. The study suggests that the acquisition and development of the meanings of -(u)lo are affected by cross-linguistic influence, semantic complexity, the availability of linguistic input, and the possibility of particle alternation.