초급 중국어권 한국어 학습자의 ‘-이/가’ 와 ‘-은/는’ 사용의 경향성 연구

김현지 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.3

The purpose of this study was to analyze and examine the interlanguage tendency aspects of ‘i/ga’, ‘un/nun’ through the writing of beginner Chinese learners of Korean. Interlanguage is a term that refers to the integrated system of knowledgs about the target language that the language learners are constructing in their minds. It differed from the general concept of competence, however, in the fact that the term, interlanguage, implies that the internal language system is still unfinished. In this study, two types of interlanguage were examined ; syntaxs tendency, semantics tendency. This study aims at revealing a Interlanguage Grammar through tendency of Korean learners′s interlanguage.

베트남 중급 학습자의 쓰기 자료에 나타난 유사의미 오류 연구

서광진 국어문학회 2019 국어문학 Vol.71 No.-

이 연구는 유사 의미 간섭에 의한 관점에서 베트남 중급 학습자의 쓰기 자료에서 나타난 오류를 분석하고 그 유형을 분류하는 데 목적이 있다. 이를 위해서 먼저 1-3급까지 교재에 제시되어 있는 문법 항목 중 형태적 유사성, 의미적 유사성에 의해 오류가 일어날 수 있는 문법 항목 짝을 선정하였다. 그리고 실제 쓰기 자료의 오류 분석 결과가 오류 예측 목록과 일치하는지를 비교‧분석해 보았다. 분석 결과, 오류 예측 목록에서 예상하지 못했던 유형이 여섯 가지가 발견되었다. 그것은 ‘연어 오류’, ‘어휘와 문법 항목 간의 간섭’, ‘주격조사의 과잉 오류’, ‘의미적 거리가 먼 문법 항목’, ‘의미 중복’, ‘문장 구조 오류’이다. 이를 통해, 오류는 예측이 어려우며 간섭에 의한 오류가 같은 문법 범주 안에서만 발생하지는 않는다는 것을 알 수 있었다. 그리고 쓰기 자료에 대한 오류 분석은 화석화 현상과 중간언어 가설을 뒷받침해주는 결과를 보여주었다. This study is about analizing error of writing by vietnam intermediate learners and classifying type of errors in the view of similar meaning interference. To do this, grammar item pairs are selected from the text book of first, 2nd, and 3rd grade. These have possibilty of occuring error by meaningful and morphological similariy. And there are comparing between error estimate and result of error of the real writing. As a result, six types of errors which couldn't estimate are discovered. That is 'colocation error', 'interference between words and grammar', 'overproduction error of the nominative postposition', 'grammar items that have meaningful distance', 'meaning overlap', 'sentence structure error'. Through this, it became known that error is difficult to estimate and not just occurred in the same grammar category. And it is revealed that the result of this study support fossilization and interlanguage hypothesis

말뭉치 기반 학습자 언어 연구의 쟁점과 과제 - 문법 연구를 중심으로 -

한송화 한국문법교육학회 2022 문법 교육 Vol.44 No.-

The purpose of this study is to review Korean learners’ corpus-based studies and propose future directions in order to aggregate and systematize research results on the development and acquisition of Korean learners’ grammar. To this end, this study reviewed the research data and research method presented in previous studies, and reviewed the research results and issues. The results of the review are summarized as follows. First, in the learners’ corpus study, information on the size of the data for each variable and task variables as well as the total size of the research data should be provided in detail. Next, for comparative analysis of research results, researchers should provide detailed learners’ language usage and error frequencies, and interpret the figures accurately. And the scope of learners’ grammar research should be expanded. Until now, many studies have been centered on particles and connected endings, but it is necessary to expand to research on various grammatical forms such as termination, noun endings, tense endings, and honorific endings. And so far, research has been conducted on a frequency-based approach centered on grammar forms, but a top-down approach centered on grammar categories is needed. Next, research data and research methods should be diversified. In other words, it is necessary to expand to studies using spoken and longitudinal data. In addition, it is necessary to expand the scope of contrast analysis, such as intermediate language contrast analysis with Korean native speakers or intermediate language contrast analysis according to learners and discourse variables. In many cases, current research has mainly focused on analyzing and describing learners' languages, but it is necessary to improve the utilization of teaching and learning and contribution to language theory by deriving reasonable interpretations and reasoning implications beyond descriptive explanations.

Universal Grammar and Transfer in Second Language Acquisition

김창겸 한국현대영어영문학회 2009 현대영어영문학 Vol.53 No.3

The purpose of this study is to examine how L2 learners involve universal grammar and transfer in second language acquisition. In transfer hypothesis, Chinese and Japanese speakers of English learners in the acquisition of control structures have some preference for finite clauses rather than non-finite clauses because their native languages do not have non-finite clauses. However, universal grammarians claim that learners use UG in that Japanese-speaking learners of English produce relatively few errors in the acquisition of word order although Japanese and English have different word order. Although they have some strong claims about second language acquisition, this paper claims that UG and transfer is involved together. L2 learners use transfer whenever they are accessible, otherwise they use universal grammar. However, this paper also claims that the target language gives the most powerful influence to second language acquisition in that learners begin to learn with knowledge of the target language. Thus, when learners learn L2, they use both UG and transfer which is accessible based upon knowledge of a target language. This means that second language acquisition involves the native language, the target language and UG. In addition, UG and transfer together can be used for the effective language acquisition as one of learning strategies.

Universal Grammar and Transfer in Second Language Acquisition

Chang Kyum Kim 한국현대영어영문학회 2009 현대영어영문학 Vol.53 No.3

The purpose of this study is to examine how L2 learners involve universal grammar and transfer in second language acquisition. In transfer hypothesis, Chinese and Japanese speakers of English learners in the acquisition of control structures have some preference for finite clauses rather than non-finite clauses because their native languages do not have non-finite clauses. However, universal grammarians claim that learners use UG in that Japanese-speaking learners of English produce relatively few errors in the acquisition of word order although Japanese and English have different word order. Although they have some strong claims about second language acquisition, this paper claims that UG and transfer is involved together. L2 learners use transfer whenever they are accessible, otherwise they use universal grammar. However, this paper also claims that the target language gives the most powerful influence to second language acquisition in that learners begin to learn with knowledge of the target language. Thus, when learners learn L2, they use both UG and transfer which is accessible based upon knowledge of a target language. This means that second language acquisition involves the native language, the target language and UG. In addition, UG and transfer together can be used for the effective language acquisition as one of learning strategies. (Uiduk University)

The Interpretation of English Sentences with Quantifier and Wh-Phrase by College-Level Korean EFL Learners : The Collective and Distributive Interpretation

Yang-On Rah 서울대학교 2012 외국어교육연구 Vol.15 No.-

There has been considerable research which investigates whether the underlying linguistic competence of L2 learners is constrained by principles and parameters of UG, parallel to the situation in L1 acquisition. In terms of the Scope Principle (henceforth SP), a principle of UG, which is associated with the scope interaction between a quantified expression and a wh-phrase, some experimental studies in EFL settings were conducted to investigate whether or not interlanguage grammars can be characterized by the principle. These experiments were carried out through the Truth Value Judgment Task (henceforth TVJT) alone, showing contrasting and confusing results, especially between Japanese learners and Korean learners. That is, while Japanese EFL learners observed the SP, Korean EFL learners did not despite the fact that both Japanese L1 grammar and Korean L1 grammar disallow the distributive interpretation, especially in the ambiguous sentence like what does everyone have? Therefore, the present study aims to confirm whether the same results are obtained provided that the identical experiment using the TVJT is repeated in other EFL learners. Noticeably, this study employed an additional, complementary task (Question and Answer Task, QAT) in addition to the TVJT as an attempt to increase the accuracy of the task and reflect learners’ actual knowledge of the target features. In QAT, the subjects were asked to write the answers to the target questions involving quantifiers and wh-questions in English. Results from the TVJT appeared, on the face of it, to provide support for the claim that the Korean EFL learners are under control of the Scope Principle. However, findings from QAT revealed that they are not constrained by the principle. Thus, it would be reasonable to conclude that the results of the present experiment do not fully support the claim that the Korean EFL learners’ interlanguage grammar has access to the UG-driven Scope Principle. Instead, it can be argued that Korean learners' interlanguage grammar may be affected by their L1 grammar, which gives rise to the claim that the explicit instruction on the interpretation of those sentences is required as part of overcoming this problem.

Grammar Instruction in the ESOL Classroom

Ok Young Kim(김옥영) 중앙대학교 한국교육문제연구소 2006 한국교육문제연구 Vol.- No.24

이 논문의 목적은 영어 교실에서 문법 교육이 필요한지를 조사해보는 것이다. 의식의 역할이라는 이론에 의하면 목표언어 규칙에 대한 의식적 깨우침은 학생들로 하여금 목표언어를 올바른 형태로 좀 더 정확하게 사용할 수 있게 한다. 영어교실에서 문법을 가르치는 것에 대해 반대하는 주장들도 있는데 의사소통 접근법에서는 목표언어의 문법적 자질들을 습득하기보다는 상호 의사소통을 중요시하고 있으며 Krashen의 입력 가설에서는 제2 언어를 배움에 있어 때가 되면 자연스럽게 문법적 요소들을 습득하게 되므로 영어교사들은 학생들에게 문법교육을 할 필요가 없다고 보고 있다. 이해할 수 있는 입력만이 언어학습에 필요하고 충분하다고 보는 것이다. 이와는 반대로 문법교육에 찬성하는 여러 가지 다른 주장들이 있는데 중간언어에 있어서의 화석화 현상이 바로 명확한 문법지도가 중요하다는 증거들 중의 하나이다. 문법교육을 실시하지 않으면 틀리게 배운 언어가 그대로 굳어지게 된다는 것이다. 형태에 대한 강조 연구도 문법교육이 필요하다는 것을 보여준다. 영어교실에서 문법교육은 학생들로 하여금 영어를 보다 적절하고 정확하게 쓸 수 있도록 도와준다. 효과적인 문법교육을 위해서 교사들은 학생들에게 의사소통적 활동들을 통한 적절한 방법들을 제공해야한다. 이 논문은 영어 교육에서 의사소통 능력이 강조된다 해도 영어 교실에서 문법 교육이 꼭 필요하다고 결론짓는다. The purpose of this paper is to examine if grammar instruction is necessary in the ESOL classroom. According to the theory of role of consciousness, conscious awareness about the target language rules helps the students produce correct forms of the target language and use the target language more accurately. There are arguments against teaching grammar in the ESOL classroom. The communicative approach emphasizes the learners' reciprocal communication rather than acquisition of grammatical features in the target language. Krashen's Input hypothesis assumes that learning a second language is done by natural sequence and that language teachers do not have to provide the students with grammar teaching. Only comprehensible input is necessary and sufficient for language learning. On the contrary, there are arguments for grammar teaching in the ESOL classroom. Fossilization in interlanguage is one of the evidences that explicit grammar instruction is important. Focus on forms study also shows that grammar teaching is necessary. Grammar instruction in the ESOL classroom helps the students use English more appropriately and accurately. The teachers should provide the students with appropriate ways for effective grammar instruction through many communicative activities. This paper concludes that even though communicative competence is emphasized in English teaching, grammar teaching is necessary in the English classroom.

한국어 학습자 문법 발달 연구의 성과와 과제

이유경,이승연,최은지,이선영 고려대학교 한국언어문화학술확산연구소 2019 Journal of Korean Culture Vol.46 No.-

The purpose of this study is to examine the results of language development research of Korean language learners. The subjects of this study were 31 papers examining the order and development of grammar items of Korean language learners. As a result of the analysis, it was found that the research was more focused on the written language than the spoken language, the proportion of the nationalities was unbalanced, and there was no study regarding overall development of beginning, intermediate, and advanced level learners. In addition, the shortest data collection period was 6 months and the longest was 24 months. In the spoken language research, speaking after watching a video was used as collected data while writing results from students after writing lessons were used for written language research. In terms of research topics, it was found that they were mainly focused on particles, tense and aspect, complexity, accuracy, and fluency. Based on the results of this analysis, this study summarized the achievements and future tasks of grammar development research. First, in terms of research content, it is necessary to study the syntactic level of examining and verifying the developmental sequence of Korean grammar and to study the characteristics of language development of Korean language learners through the verification of the second language acquisition theory. In addition, a more diverse set of grammatical items should be studied. In terms of research methodology, it is necessary to study the utterances derived in the context of natural communication, to target learners of more diverse languages, to have a recognized proficiency level when collecting learner data, and to further longitudinal study on the entire development process from beginner to advanced levels. 본 연구는 한국어 학습자의 문법 항목 습득과 발달에 대한 기존의 연구 성과를 분석하는 것을 목적으로 한다. 연구의 범위는 학습자 문법 습득을 다룬 종적 연구 31편으로 제한하였다. 분석 결과, 지금까지 한국어 학습자의 문법 습득을 다룬 연구가 구어보다는 문어 자료에 편중되어 있었으며, 학습자의 국적별 비중이 불균형한 경우가 많다는 점이 확인되었다. 또한 초, 중, 고급의 전 단계 학습자의 발달을 살핀 연구가 드물었다는 것도 문제로 지적되었다. 학습자 발화를 수집한 방법으로는, 문어 연구에서는 주로 쓰기 수업이나 시험에서 산출된 자료를 활용한 경우가 많았으며 구어 연구에서는 주로 영상 보고 회상하여 말하기를 이용하였다. 주제면에서는 주로 조사, 연결어미, 시제 및 상 관련 표현의 습득을 다룬 연구가 주를 이루어 다양한 문법 범주의 습득에 관한 연구가 필요하다고 분석되었다. 이러한 결과를 바탕으로 본 연구에서는 문법 발달 연구의 성과를 정리하고 향후 과제를 제시하였다. 우선 한국어 학습자의 문법 발달과 습득에 보편적인 순서가 존재하는지를 밝히고, 연구와 실험을 통해 이를 검증하는 종합적 차원의 연구가 필요하다. 또한 연구에서 밝혀진 한국어 학습자 언어 발달 특성을 통해 기존의 제2언어 습득 이론의 타당성을 검증해야 한다. 마지막으로 기존의 연구 대상이 특정 문법 범주에 편중되어 있었던 데서 벗어나 다양한 문법 범주 및 문법 항목의 습득을 관찰함으로써 학습자 언어 발달 연구를 다각화해야 한다. 연구 방법의 측면에서는 학습자의 문법 습득 여부를 자연스러운 의사소통 맥락에서 산출한 발화를 관찰함으로써 확인해야 하며, 연구 결과를 일반화시키기 위해서는 학습자의 언어권, 학습 목적, 연령 등의 변인을 다양하게 포함시켜야 한다. 또한 학습자 발화는 초급부터 고급까지 종적으로 수집되고 분석되어야만 한국어 학습자의 전반적인 언어 발달 과정에 대한 조망이 가능할 것이다.

Intervening Adverbs and Interlanguage Grammars by Korean EFL Learners.

윤정회 한국영어학회 2016 영어학 Vol.16 No.3

Yoon, Junghyoe. 2016. Intervening Adverbs and Interlanguage Grammars by Korean EFL Learners. Korean Journal of English Language and Linguistics 16-3, 599-621. This paper aims to investigate the acquisition of intervening adverbs by Korean learners of English at various developmental stages. The ESL/EFL acquisition of verb-adverb-complement has been analyzed with respect to optional raising (Eubank et al. 1997, Choi 2009, among others) and Case adjacency (Zobl 1988 and White 1989). The current study employed a truth-value judgment task (TJT), a partial replication of Eubank et al.’s, and a grammaticality judgment task (GJT) in order to examine effects of the two reported factors and the interaction of Case adjacency with pronoun morphology on the acquisition of intervening adverbs by the Korean middle school and college students. The findings revealed that optional raising did not play any significant role contra predictions based on Eubank et al.‘s proposal. An interesting divergence between the learners at the earlier acquisition stages and the advanced learners appeared in the interaction of the Case adjacency with morphological case marking. The low proficiency learners tended to accept the sequence verb-adverb-pronoun whereas the advanced learners rejected it.

Intervening Adverbs and Interlanguage Grammars by Korean EFL Learners

Junghyoe Yoon(윤정회) 한국영어학회 2016 영어학 Vol.16 No.3