The Effects of Cross-linguistic Influence on the Use of English Dative Constructions in Second Language Written Production

Hyunjun Lee 한국코퍼스언어학회 2020 Corpus Linguistics Research Vol.6 No.2

This paper attempted to analyze the effectiveness of cross-linguistic influence on the EFL learners’ production of English dative constructions by using a written corpus. Dative constructions – double object (DO, e.g., Tom gave Mary the book) and prepositional dative (PD, e.g., Tom gave the book to Mary) construction – have attracted much attention in the domain of SLA and cross-linguistic influence due to their distinctions across many languages (Whong-Barr & Schwartz, 2002). In particular, Chinese, Korean, and Japanese EFL learners’ corpus were chosen in the present research because the syntactic and semantic perspectives on the dative structures of their L1s are varied. To reach the aims of this study, the frequency of English DO and PD structures in EFL learners’ and English native speakers’ written corpus (ICNALE) was compared. The results indicated that (ⅰ) Chinese group used significantly more DO constructions than Korean and Japanese groups; (ⅱ) Korean and Japanese groups showed no significant difference in using English dative structures, addressing their infrequent use of DO construction in L1s; (ⅲ) only Chinese group showed native-like use of English dative constructions. These findings suggested that cross-linguistic influence affects the acquisition and production of English dative structures of EFL learners and they involved the pedagogical implication.

베트남어 모어화자들의 글쓰기에 나타난 언어 간 영향 연구 -중급 학습자의 문장 만들기, 작문 자료를 중심으로-

박은정,안한나 겨레어문학회 2023 겨레어문학 Vol.70 No.-

This study examines the cross-linguistic effects of native Vietnamese speakers' use of the Korean language through their writing. It also compares the cross-linguistic influences and conceptual differences and their effects. Although the Vietnamese and Korean languages have similarities, they have several differences as well. This study aimed to examine to examine the use of Korean by Vietnamese native speakers and the cross-linguistic influence and instances resulting from conceptual differences. Despite the commonality of being written in Chinese characters, they diverge in terms of usage examples and semantic domains, leading to lexical and semantic transfer. Furthermore, errors connected to the use of verbs are related to the typological characteristic of the Korean language as an agglutinative language. It will not be easy for learners whose native Vietnamese is an agglutinative language to accept the grammatical system related to the agglutinative nature of Korean. Additionally, if the locomotive verbs “go, come,” time-related tenses and phases, and connective endings are approached simply as lexical responses to native Vietnamese speakers, learners will inevitably experience difficulties in learning. In particular, this kind of conceptual transfer tends to be neglected in Korean language education. When analyzing errors in the Korean language learning process and providing feedback to learners, it is necessary to improve conceptual fluency rather than focusing on grammatical responses.

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.

Bilingual Children’s Writing Development in Two-Way Immersion Programs

정은숙,이강영 현대영미어문학회 2016 현대영미어문학 Vol.34 No.2

This literature review article seeks to answer the ongoing question in the bilinguals’ writing development: “How do bilingual children develop writing in their first and second languages in two-way immersion (TWI) programs?” This is mainly because there has largely been a literature gap on understanding TWI students’ writing in spite of the increasing number of TWI programs and immigrant students. For this reason, children’s writing development in TWI was examined in four major areas: 1) writing product, which focuses on grammatical and semantic features, and achievement, 2) writing process, which focuses on skills, process, and strategies, 3) product-based cross-linguistic influence, and 4) process-based cross-linguistic influence. The findings reveal that bilinguals’ grammatical and semantic difficulties were drawn from differences between two languages and cultures, while bilinguals’ skills and strategies appeared to be different depending on the language of writing and the proficiencies of the writers. Research on cross-linguistic influence exhibited both positive and negative as well as forward and reverse transfer.

중국인 학습자의 언어간 영향과 교수방안 -타언어권과 대비되는 형용사 과거시제를 중심으로-

이영진,정해권 국제한국어교육학회 2012 한국어 교육 Vol.23 No.2

Temporal expression is one of important grammatical items in foreign language education. However, many learners of Korean language have difficulties when they learn Korean past tense. Specifically, Chinese language is a tenseless language while Korean is a tense-prominent language. In this study, we used Contrastive Analysis of Korean past tense marker ‘-ess-’ and Chinese perfective aspect marker ‘le’ in the perspective of linguistic typology. Based on this analysis, acquisition results of Chinese learners and of other foreign language-speaking learners were compared to determine whether the differences in them are due to universal development or cross-linguistic influence. 71 Chinese, 24 other foreigners, and native Korean 27 children and 42 adults participated in cloze tests, GJTs, and translation tasks. According to the results, Chinese learners consistently followed the Aspect Hypothesis, such that they were the slowest in learning past tense with State verbs(Adjectives). This could be explained by their transfer of Chinese perfect aspect in learning Korean past tense. Therefore, an efficient method of teaching Korean past tense includes the use of Garden Path and Input Enhancement techniques, and it is necessary to teach tense with adjectives and verbs separately

Cross-Linguistic Influence on EFL Learners’ Use of Punctuation

Eun-Young Kwon 한국영어학학회 2015 영어학연구 Vol.21 No.3

This study investigated the influence of first language (L1) on English as a foreign language (EFL) students’ awareness and use of commas and semicolons in varied tasks with a view to identifying the areas that need to be highlighted by instructors in order to improve students' punctuation use and second language (L2) writing. Data were collected from 55 Korean college freshmen via a survey questionnaire, a fill-in-the-blank task, and a free writing task. Errors were analyzed according to four selected categories of comma usages (with nonrestrictive elements, with coordinating conjunctions, after introductory elements, and with items in a series) and two categories of semicolon usages (in compound sentences and in a series with elements containing internal commas) and coded as one of four types of error: omission, addition, misuse, or misplacement. The results showed that participants’ awareness of L2 comma usage was higher than that of semicolons and that the relative frequency of error types differed for each punctuation category and across the varied contexts of the fill-in-the-blank and free writing tasks. L1 influence was found to manifest more notably with respect to the comma, a punctuation feature with a high degree of L1-L2 similarity, than the semicolon, a punctuation mark with no L1 availability. The findings suggest that learners’ perceptions of L1-L2 similarity/dissimilarity can play a greater role in cross-linguistic influence (CLI) than the actual relationship between the two languages, as well as that greater understanding of and attention to both punctuation and CLI on the part of EFL educators could contribute positively to efforts to improve learners’ uptake of this and other features of the target language.

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.

Cross-Linguistic Influence on Third Language Acquisition of an Adolescent Multilingual Learner

박은정(Eunjeong Park) 팬코리아영어교육학회(구 영남영어교육학회) 2020 영어교육연구 Vol.32 No.4

Cross-linguistic influence (CLI) is a typical occurrence influencing a multilingual learner’s ability to perceive, comprehend, and speak in a second or foreign language. Most research in CLI has examined different aspects of language relative to CLI, such as age, context, second/foreign language status, recency, typological distance, and proficiency. This study illustrates one adolescent multilingual learner’s language development by focusing on CLI. An ethnographic case study was used with observation, semi-structured interviews, and written products. The findings show that the participant’s CLI occurred mostly due to proficiency and recency. Code-switching was the obvious medium of multiple language development. The findings also suggest that CLI can influence motivation to learn languages. This paper includes pedagogical implications of multiple literacy practices aligned with CLI for language learners and teachers. (126 words)

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.

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.