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- 주제어 : sequential bilingualism (검색결과 5 건)
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이중언어 아동과 단일언어 아동의 언어 능력 발달: 한국어와 중국어의 예
설은혜,김영주 이중언어학회 2018 이중언어학 Vol.71 No.-
This study investigated language comprehension ability of Korean and Chinese of Korean-Chinese bilingual seven-year-old children. The participants consisted 4 groups such as 7 Korean-Chinese bilingual children in China, 13 Chinese-Korean bilingual children in Korea, 9 Korean monolingual children in Korea, 10 Chinese monolingual children in China. The study applied the questionnaires and three types of tests to measure sound perception, vocabulary comprehension, and sentence comprehension ability of Chinese and Korean. As results, bilingual children developed family language more than community language and their family language ability is as same as that of monolingual children. The results showed not to support subtractive bilingual.
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비선호 응답으로서의 코드스위칭 - 한국어 수업의 토론 상황을 중심으로 -
김은호 ( Eun Ho Kim ) 한말연구학회 2015 한말연구 Vol.- No.37
Using the sequential analysis developed by Auer(1984, 1995), this paper presents an analysis of bilingual learner code-switching between first language (L1: English) and second language (L2: Korean) in an intermediate Korean as a foreign language(KFL) classroom. The procedures of Conversational Analysis(CA) are adopted, with particular attention to the way in which code-switching contextualizes particular conversational procedures. Evidence is presented to suggest that participants deploy code-switching as a resource to help them contextualize preference organization(Pomerantz, 1984). Specifically, dispreferred responses such as disagreement, negative evaluation may (but not necessarily always) be handled through the use of contrastive language choice. Code-switching to L1 (i.e. English) is used as one among several strategies in order to maintain of dispreferred responses. Contrary to the assumption that code-switching is evidence of linguistic deficit in bilingual speakers, the sequential analysis suggests that code-switching is used as an additional resource to achieve particular conversational goals in interactions with other bilingual speakers.
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Sue Ann Lee 한국언어재활사협회 2016 Clinical Archives of Communication Disorders Vol.1 No.1
Purpose: The purpose of the study was to examine phonetic categories of stop consonants produced by 3-year-old sequential Korean-English bilingual (KEB) children (n=12). Methods: Voice-Onset-Time (VOT) and vowel-onset fo (fo) of Korean and English stops were acoustically examined in each language separately. Then, their English and Korean stops were compared cross-linguistically. Results: KEB children produced English voiced and voiceless stops as well as Korean fortis distinctively at all three places of articulation. However, they distinguished Korean lenis and aspirated stops with fo value, but not with VOT. In terms of English and Korean stops across languages, only English voiced and Korean fortis stops were distinctively produced whereas the other stops with long lag VOT were produced with similar VOT and fo values. Conclusions: The findings of the current study suggest that sequential bilingual children possess two linguistic systems similar to simultaneous bilingual children.
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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.
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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.
KCI
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