幼兒語言習得過程對零起點對韓漢語敎學的啓示

류좌천 영남중국어문학회 2010 중국어문학 Vol.0 No.55

This paper tries to discuss the reference for Teaching Chinese as a Second language from the child language acquisition process. Research object is the beginners from Korea who have no Chinese base. According to the comparison of Child Native Language Acquisition and adult learning a second language, we should solve the following three problems so that better learning effect can be obtain: "positive transfer" and "negative transfer" function coming from first language, "stimulate imitation -creative acquisition" and "stimulate imitation- memory learning", the content of multimedia teaching courseware should present. This study might help for researching the Acquisition theories and teaching methods for Chinese learners from Korea.

L1 Transfer in the Acquisition of Word Order in the Adjective-Added Korean Classifier Phrases by L1-Chinese and L1-Russian Children

주금정,김기택 한국응용언어학회 2023 응용 언어학 Vol.39 No.1

This study explored first language (L1) transfer in child second language (L2) acquisition, testing whether L1-Chinese children learning L2 Korean show an advantage over L1-Russian children in the acquisition of adjective-added Korean classifier phrases. Chinese, like Korean, has classifier phrases with similar word orders, while Russian does not. L1-Chinese (n = 18) and L1-Russian (n = 27) children (age = 11-12 years) with L2 Korean completed an acceptability judgment task (AJT) designed to explore grammaticality in the orderings of Korean classifier phrases. The L1-Chinese children also completed a Chinese-version AJT, a translation equivalent to the Korean AJT. The study resulted in two main findings. First, in the Korean AJT, the L1-Chinese children showed more target-like performance than proficiency-matching L1-Russian children. Second, the L1-Chinese children showed comparable ratings between the Korean AJT and the Chinese AJT. The results suggest that L1 transfer takes place during child L2 acquisition, countering claims of a limited role of L1 transfer in child L2 acquisition.

Cross-linguistic Influence and Prefabricated Cross-linguistic Influence and Prefabricated Language in Child Second Language Acquisition: A Case Study

권은영 한국응용언어학회 2008 응용 언어학 Vol.24 No.3

Through qualitative analysis of naturalistic data, this longitudinal study examined cross-linguistic influence (CLI) and prefabricated language (PL) in the use of the copula be, auxiliary do with negation, and auxiliary can in a 3:6-4:8 year-old Korean learner of English. The findings support claims that CLI and PL may be prevalent early in child second language (L2) acquisition and suggest that CLI influenced the subject's deployment of PL in L2, especially in syntax. PL was also found to be mainly communicative in function but to occur in the context of development from formulaic to creative speech, supporting the formulaic-creative continuum view of language advocated by, among other, Clark (1974), Wong Fillmore (1976), Weinert (1995), and Perera (2001). This interpretation supports the need for longitudinal studies, without which such gradual processes may be impossible to detect. Finally, the findings imply that the effect of length of exposure to the target language needs to be operationalized in future studies, since the functions and interrelationships among CLI, PL use, and overgeneralization appear to change over time.

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.

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.

Cross-linguistic Influence and Prefabricated Language in Child Second Language Acquisition

Eun-Young Kwon 한국응용언어학회 2008 응용 언어학 Vol.24 No.3

Through qualitative analysis of naturalistic data, this longitudinal study examined cross-linguistic influence (CLI) and prefabricated language (PL) in the use of the copula be, auxiliary do with negation, and auxiliary can in a 3:6-4:8 year-old Korean learners of English. The findings support claims that CLI and PL may be prevalent early in child second language (L2) acquisition and suggest that CLI influenced the subject"s deployment of PL in L@, especially in syntax. PL was also found to be mainly communicative in function but to occur in the context of development from formulaic to creative speech, supporting the formulaic-creative continuum view of language advocated by, among other, Clark (1974), Wong Fillmore (1976), Weinert (1995), and Perera (2001). This interpretation supports the need for longitudinal studies, without which such gradual processes may be impossible to detect. Finally, the findings imply that the effect of length of exposure to the target language needs to be operationalized in future studies, since the functions and interrelationships among CLI, PL use, and overgeneralization appear to change over time.

Korean ESL Learners’ Individual Differences in Intercultural Sensitivity and Language Development

최문홍 대한언어학회 2023 언어학 Vol.31 No.3

With the aim of exploring how second language (L2) learners’ understanding and responsiveness to cultural differences influence their progress in L2, this study investigated a group of 32 Korean-speaking elementary school students in the United States. Using a combination of measurement scales and interviews, their variations in intercultural sensitivity and L2 English development in oral communication and literacy skills were examined. The outcomes from the scales reveal a substantial connection between differences in intercultural sensitivity and advancements in L2. Specifically, those who exhibit greater affective sensitivity in cross-cultural situations tend to excel in the development of oral proficiency. Insights from qualitative information suggest that the most notable contrast in the learners’ experience with their second culture and language appears to arise from individual differences in the extent of immersive versus observational learning on one hand and in preferences for skill learning through rehearsal versus ideational learning through representation on the other.

소셜 빅데이터 분석을 통해 알아본 대중의 ‘조기영어교육’에 관한 인식: 유튜브를 중심으로

권은영 한국영어학회 2019 영어학 Vol.19 No.4

The present study was intended to explore the Korean public’s perceptions of ‘early English education’ through an analysis of social media big data. For this purpose, texts containing the phrase ‘early English education’ from YouTube were extracted and analyzed by employing network, frequency, and semantic analyses. The study revealed that (1) The Korean public with interest in early English education seems to be more keen in effective ways to execute the learning (e.g., place and/or agent of the early English education) than useful educational activities and programs; (2) ‘English with Mom!’ is currently leading the trend of ‘early English education’ in Korea, substituting the place for ‘Geese fathers’; and (3) The results of the LDA modeling show that the majority of the selected YouTube clips on ‘early English education’ in the study concern the background information and/or updated news on early English education, indicating that the Korean public desires a consistent government policy on this issue as agreed upon by both education authorities and researchers. Finally, the present study offered implications of educational policies for successful implementation of ‘early English education,’ as well as future research directions derived from the results of the study.