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논문검색은 역시 페이퍼서치

언어연구검색

LINGUISTIC RESEARCH


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 연3회
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : - / SCOPUS
  • - ISSN : 1229-1374
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 33권 0호 (2016)

Relationships among metacognitive skills, listening, and academic reading in English as a foreign language

( Hye K Pae ) , ( Rose A Sevcik ) , ( Daphne Greenberg ) , ( Sun A Kim )
6,700
초록보기
This study examined relationships among metacognitive skills, including inference, summarizing skills, fluency and memory, listening, and academic reading in English as a foreign language (FL). As a secondary analysis of the field test of the Pearson Test of English Academic, a total of 585 nonnative speakers’ academic language and reading skills were analyzed using confirmatory factor analysis. One-factor and four-factor models were tested using 12 observed variables and four latent constructs for structural equation modeling to establish a model of reading in English as an FL. The model of reading was tenable for nonnative speakers’ skills in English for academic purposes. Consistent with previous findings, listening skills were found to be important for reading skills. Other metacognitive skills, such as inference, summarizing, and fluency and memory, were also robust predictors of efficient academic reading. Of the given variables, the most dominant variable in FL reading for academic purposes was fluency and memory. (University of Cincinnati·Georgia State University·The Hong Kong Polytechnic University)

A comparative analysis of teacher talk in solo and team teaching

( Jeong Ryeol Kim ) , ( Bryan Stoakley )
6,300
초록보기
Despite the benefits of team teaching, it poses significant challenges to the role of local English teachers. Teacher roles, one of such challenges by investigating interactive teacher talk comparing team teaching against solo baseline teaching of the English program in Korea (EPIK) was investigated via this paper. More specifically, instructional language (Korean/English), question types, instructional registers (regulative/ instructional/feedback), and interactive feedback was addressed. The method employed was sampling three sets of team teaching and solo teaching of the same language skills and lessons using the same English textbook in the same area of elementary schools for an appropriate comparison. Their entire teacher talks of the lessons were recorded and transcribed. The transcription of two sets of data was compared by different categories of teacher talk. The analysis results show that native English assistant teachers (NEATs) are more alike to solo Korean teachers of English while Korean teachers of English in team teaching play assisting and mediating roles between NEATs and students. The currently observed role change between NEATs and Korean teachers requires serious attention since the national curriculum is designed for Korean teachers of English to play major roles in teaching English classes. (Korea National University of Education)

Syntactic reanalysis and lingering misinterpretations in L2 sentence processing

( Jonghyeon Lee ) , ( Jeong Ah Shin )
6,700
초록보기
Readers often misinterpret sentences and reanalyze them, but their initial misinterpretations sometimes linger even after they finish reading the sentences. This lingering effect has been argued as evidence that comprehenders create interpretations to some extent that it seems “good enough” for them to understand the meaning (Christianson, Hollingworth, Halliwell, and Ferreira 2001). This study examined L2 learners’ processing of garden path sentences, investigating whether they show a lingering effect as L1 speakers do by employing the gender mismatch paradigm (Sturt 2003). In the self-paced reading experiment, participants read garden path sentences such as While Mary washed the boxer who was tall coughed and warmed herself with a blanket. If participants correctly rule out an initial misinterpretation from the temporary ambiguity, the reflexive herself would create a gender mismatch effect (i.e., reading times are slowed in the gender mismatch condition). After reading the sentences, participants were asked to answer follow-up comprehension questions such as Did Mary wash the boxer? The results showed that L2 learners were able to notice the temporary local ambiguity in a sentence and reanalyze the structure as L1 readers do. However, the rate of accurate responses for comprehension questions was significantly lower in the ambiguous condition than in the unambiguous condition, indicating that the L2 learners’ initial misinterpretations lingered. L2 learners do not seem to lack detailed syntactic representation, and their lingering misinterpretation could be explained by the good enough approach as for L1 readers. Participants eventually recovered from the garden path, showing the gender mismatch effect, but their global comprehension was significantly influenced by the initial misinterpretation, since they gave more incorrect answers when they read garden path sentences. (Seoul National University · Dongguk University)

The role of reading span in factual and inferential comprehension and retention in L2 reading

( Hyangsook Park ) , ( Kichun Nam ) , ( Yae Sheik Lee )
6,600
초록보기
The present study attempts to explain the relationship of working memory (WM) to L2 reading comprehension (RC) by conducting two experiments. The participants’ WM was measured by two reading span (RS) tests adapted from Daneman and Carpenter (1980). Specifically, Experiment 1 explores the role of L1-RS and L2-RS in overall RC in L2. Fifty-eight Korean undergraduate students participated in this experiment. The results showed that L2-RS had better predictive power than L1-RS for L2 RC performance and that the participants performed better in the L1-RS than L2-RS test. Experiment 2 further investigates the role of RS in terms of types of comprehension and retention. For this, fifty Korean students were divided into two groups according to their L2-RS. The RC tests were given in two types of questions: factual and inferential. The retention of information was assessed by two memory tests: immediate and delayed tests. The results revealed that the high-RS group consistently outperformed the low-RS group on the two types of RC questions in the two memory tests. No significant decay, however, was found between the memory tests. In addition, there was no interaction between group, question type, and time. The findings showed that RS does play a significant role in L2 RC performance. (Kyungpook National University·Korea University)

A multifactorial analysis of particle placement in Korean EFL learners` writings

( Yong Hun Lee ) , ( Ha Eung Kim ) , ( Gyu Hyeong Lee )
7,000
초록보기
This paper statistically investigated the particle placement in Korean EFL learners’ writings, based on the corpus data. Two corpora were selected for the study. One was the Korean component of the TOEFL11 corpus, and the other was the ICE-GB corpus. After all the sentences with particles were extracted from these two corpora, twelve linguistic factors were manually encoded. Then, the data were statistically analyzed with R. Two statistical analyses were adopted. One was logistic regression, and the other was Behavioral Profiles. Through the analysis, the following facts were observed: (i) five linguistic factors were involved in the choice of particle placement, (ii) two linguistic factors were involved in the differences of two groups of speakers, and (iii) one type of construction (with the ‘verb + object + particle’) showed similar characteristics in both groups but the other type of construction was different in two groups of speakers. (Chungnam National University · Hannam University)

L1 influence on the processing of L2 collocation: An experimental study of Korean EFL learners

( Shinwoong Lee )
6,700
초록보기
The current study aimed to investigate the influence of L1 on the processing of L2 collocations utilizing a phrase-acceptability judgement task. The task was conducted on 39 English collocations with 19 native speakers of English and 45 Korean EFL learners. Their error rates and reaction times were measured both on the congruent collocations that have L1 translation equivalents and the incongruent collocations that do not have ones. It was found that the advanced EFL learners responded significantly faster to and made fewer errors on both the congruent and the incongruent collocations than the intermediate EFL learners. Meanwhile, both the advanced and the intermediate EFL learners made significantly more errors and responded slower under incongruent condition, indicating a strong congruency effect. The results implied that there exists a high degree of reliance on L1 intralexical knowledge in processing L2 collocations by the EFL learners, and acquiring incongruent L2 collocations seems still challenging even to the advanced learners. However, it was also suggested that once EFL learners notice incongruent collocations as valid ones and store them in their L2 mental lexicon, they may be able to processing incongruent collocations as efficiently as native speakers, directly linking L2 collocation forms to their concepts independently of L1 mediation. (Hanyang University)

모음충돌 회피를 위한 한국어의 다양한 음운과정에 관한 통합적 분석

이세창 ( Lee Sechang )
6,100
초록보기
The central issue I wish to explore in this article is the nature of vowel clash avoidance in terms of universal constraints, the interaction of which is responsible for the various phonological alternations. Those alternations are known to be essentially caused by vowel clash. Such strategies as coalescence, deletion, and glide-formation are well-known enough to constitute the major resolutions of the clash. I propose that along with ONS, a constraint against generating off-glides plays a crucial role in driving the vowel sequence avoidance. I also claim that the asymmetrical behavior of /+/ in Korean phonology should be independently described in the grammar in terms of a faithfulness constraint. I argue that the above three different clash avoidance strategies as well as dialectal variation are nicely explained in terms of the interaction between the proposed markedness constrains and other relevant faithfulness ones. Throughout the analysis, I maintain a single language-specific ranking of constraints for Korean, allowing re-ranking only for dialectal variation. I claim that the current analysis overcomes the limitation of previous treatments within the OT framework on both descriptive and theoretical grounds. (Sookmyung Women’s University)

분절음 연쇄의 분포 정보와 한국어 음절하위 구성소

이용은 ( Lee Yongeun )
6,200
초록보기
Existing theories of probabilistic phonotactics suggest that language learners employ the distribution of segment sequences to infer the existence of prosodic units (e.g., subsyllabic constituents) during their phonology build-up process. The present study investigated the association strength of segment sequences inside Korean words and explored its implication for contrasting models of subsyllabic constituency in Korean. The results provided evidence of an asymmetry in mean association strengths between onsets and codas as they combine with the nucleus vowels inside syllable. Implications of the current findings are discussed regarding the predictions of the contrasting models of the prosodic constituency in Korean syllable. (Chung-Ang University)
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