Cross-linguistic syntactic priming in Korean learners of English

2020 ◽  
Vol 41 (5) ◽  
pp. 1223-1247
Author(s):  
Myeongeun Son
Keyword(s):  
Word Order ◽  
Syntactic Priming ◽  
Information Structures ◽  
Thematic Roles ◽  
Syntactic Representation ◽  
L2 Learners ◽  
Korean And English ◽  
L1 And L2 ◽  
Korean Learners ◽  
Korean Learners Of English

AbstractThis study investigates whether L2 learners develop and share an abstract syntactic representation between an L1 and L2 with different word orders and, if so, whether one language’s unique syntactic features affect the shared representation. Korean (SOV) and English (SVO) have equivalent dative alternations; however, because Korean allows word-order scrambling, several dative structures are available in Korean that do not have English counterparts. In this study’s cross-linguistic syntactic priming experiment, intermediate and advanced Korean learners of English described pictures in English after reading various types of Korean dative sentences. The study found evidence of cross-linguistic syntactic priming between Korean and English, regardless of L2 proficiency, but only when prime and target structures shared identical functional assignments, information structures, and order of thematic roles. These results suggest that, within limits created by language-specific features, L2 learners can develop and share abstract representations between two languages with different word orders.

Integrating meaning and structure in L1–L2 and L2–L1 translations

2013 ◽  
Vol 29 (3) ◽  
pp. 233-256 ◽  
Author(s):  
Jung Hyun Lim ◽  
Kiel Christianson
Keyword(s):  
Second Language ◽  
First Language ◽  
Thematic Roles ◽  
Active Structure ◽  
L2 Processing ◽  
Lack Of Control ◽  
L2 Learners ◽  
Translation Errors ◽  
Korean Learners ◽  
Korean Learners Of English

This article examined the integration of semantic and morphosyntactic information by Korean learners of English as a second language (L2). In Experiment 1, L2 learners listened to English active or passive sentences that were either plausible or implausible and translated them into Korean. A significant number of Korean translations maintained the original passive/active structure, but switched the thematic roles of the actors in the sentences. In Experiment 2, the direction of translation was reversed and participants made very few translation errors, showing that the errors in Experiment 1 were not due to participants’ lack of control over the English passive morphosyntax. The results are strikingly similar to previous results in the first language (L1) psycholinguistics literature, and support a view of L2 processing (like L1 processing) that is ‘good enough’ in nature: misinterpretations arise from only a ‘good enough’ integration of semantic and morphosyntactic information in the input.

The acquisition of word order in Dutch and German as L1 and L2

1988 ◽  
Vol 4 (1) ◽  
pp. 41-65 ◽  
Author(s):  
Peter Jordens
Keyword(s):  
Simple Model ◽  
Adult Learners ◽  
Word Order ◽  
Universal Grammar ◽  
First Language ◽  
Linguistic Theory ◽  
L2 Acquisition ◽  
German Word ◽  
L2 Learners ◽  
L1 And L2

In a recent paper, Clahsen and Muysken (1986) argue that children acquiring German as their first language have access to the 'move alpha' matrix when constructing a grammar for German. This should explain why children have SOV base order and the rule of verb-fronting from the very beginning. In this paper, it is argued that children's OV utterances cannot be related trans formationally to VO utterances. Initially, children acquire OV and VO with different sets of verbs.Clahsen and Muysken (1986) also claim that interlanguage rules of adult L2 learners are not definable in linguistic theory. Du Plessis et al. (1987) reply to this in arguing that the interlanguage rules of adults acquiring L2 German word order fall within the range of systems permitted by the Headedness parameter, the Proper Government parameter, and the Adjunction parameter. Therefore, these adult learners should have access to Universal Grammar (UG). It is argued here that it is not necessary to make this assumption. The L2-acquisition data can be easily accounted for within a simple model of L1-structural transfer.

L2 LEARNERS’ ADAPTATION TO AN L2 STRUCTURE THAT IS DIFFERENT FROM L1

2021 ◽  
pp. 1-13
Author(s):  
Heeju Hwang
Keyword(s):  
Implicit Learning ◽  
Argument Structure ◽  
Syntactic Structure ◽  
Learning Mechanism ◽  
L2 Learners ◽  
Matching Game ◽  
Causative Structure ◽  
Korean Learners ◽  
Korean Learners Of English ◽  
Cumulative Experience

Abstract The present study investigates how L2 learners adapt their production preferences following immediate and cumulative experience with a syntactic structure when an L2 structure differs from an L1 structure in terms of verb subcategorization frame and argument structure. Korean learners of English described causative events in English in a picture-matching game. The meaning of a causative sentence in English (e.g., Jen had her computer fixed) is expressed with an active transitive sentence in Korean (e.g., Jen-NOM computer-ACC fixed). The results demonstrated that both immediate and cumulative experience with a causative structure increased the likelihood of producing grammatical causative descriptions (e.g., Jen had her computer fixed), while decreasing the production of ungrammatical active transitive descriptions (e.g., Jen fixed her computer). The findings provide novel evidence that an implicit learning mechanism is involved in L2 learners’ processing and learning of an L2 structure that is different from L1.

PREDICTIVE PROCESSING OF IMPLICIT CAUSALITY IN A SECOND LANGUAGE

2020 ◽  
pp. 1-22
Author(s):  
Hyunwoo Kim ◽  
Theres Grüter
Keyword(s):  
Native Speakers ◽  
Predictive Processing ◽  
Real Time Processing ◽  
Time Processing ◽  
Early Use ◽  
Implicit Causality ◽  
L1 And L2 ◽  
Korean Learners ◽  
Korean Learners Of English ◽  
Dependent Clause

Abstract Implicit causality (IC) is a well-known phenomenon whereby certain verbs appear to create biases to remention either their subject or object in a causal dependent clause. This study investigated to what extent Korean learners of English made use of IC information for predictive processing at a discourse level, and whether L2 proficiency played a modulating role in this process. Results from a visual-world eye-tracking experiment showed early use of IC information in both L1 and L2 listeners, yet the effect was weaker and emerged later in the L2 group. None of three independent and intercorrelated proficiency measures modulated L2 listeners’ processing behavior. The findings suggest that L2 listeners are able to engage in prediction during real-time processing at a discourse level, although they did so to a more limited extent than native speakers in this study. We discuss these findings in light of similar evidence from other recent work.

Context effects on sentence processing: A study based on the Competition Model

2001 ◽  
Vol 22 (2) ◽  
pp. 167-189 ◽  
Author(s):  
I-RU SU
Keyword(s):  
Sentence Processing ◽  
Word Order ◽  
Context Effects ◽  
Competition Model ◽  
English Sentence ◽  
Efl Learners ◽  
Main Effect ◽  
L2 Learners ◽  
L1 And L2 ◽  
Chinese And English

Based on the Competition Model, the present study investigated how adult monolinguals and bilinguals incorporate the context cue in assigning the agent role vis-à-vis intrasentential cues (animacy and word order). The subjects were L1 and L2 speakers of Chinese and English. The results show that both Chinese and English monolingual controls paid less attention to context than to intrasentential cues that have been identified as determinants for Chinese and English sentence processing. Nevertheless, context was found to play a bigger role in Chinese than in English. As for L2 learners, the main effect of context was significant in all groups of learners of Chinese and English. However, the Chinese EFL learners relied on context to a greater extent than did the English CFL learners when processing their respective L2.

Learnability in the acquisition of the English tough construction by L1-Korean adult and child L2 learners

2020 ◽  
pp. 026765832092259
Author(s):  
Kitaek Kim ◽  
Bonnie D Schwartz
Keyword(s):  
First Language ◽  
Judgment Task ◽  
Value Judgment ◽  
Chance Performance ◽  
L2 Learners ◽  
Korean Adult ◽  
The Subject ◽  
Target Performance ◽  
Korean Learners ◽  
Korean Learners Of English

In the English tough construction (TC), knowledge of tough movement is necessary for target performance (the object-interpretation only; e.g. Johni is easy to see ei). The acquisition of the English TC raises a learnability problem for first-language (L1) Korean learners of English as a second language (L2): (1) Korean has no tough movement; (2) no input dictates that the ‘subject interpretation’ is disallowed in the English TC; and (3) no classroom instruction covers the English TC. According to the Fundamental Difference Hypothesis, L2 children – but not L2 adults – can overcome this learnability problem. L1-Korean adult ( n = 49) and child ( n = 30) L2 learners’ (L2ers’) knowledge of the English TC was assessed via a truth-value judgment task manipulating (1) verb transitivity to make the infinitival object gap more vs. less salient and (2) context to avoid vs. strengthen bias toward the (erroneous) subject interpretation. Notably, some high-proficiency adult L2ers showed significantly above-chance performance, despite the error-inducing manipulations, suggesting that adult L2ers can overcome the learnability problem.

Comparing French liaison acquisition in L1 children and L2 adults

2019 ◽  
Vol 10 (1) ◽  
pp. 45-70 ◽  
Author(s):  
Mylène Harnois-Delpiano ◽  
Cristelle Cavalla ◽  
Jean-Pierre Chevrot
Keyword(s):  
Foreign Language ◽  
Judgment Task ◽  
Strong Indication ◽  
Production Task ◽  
Learning Abilities ◽  
Exposure Age ◽  
L2 Learners ◽  
Language Exposure ◽  
L1 And L2 ◽  
Korean Learners

Abstract In the study of liaison acquisition, a key line of inquiry has focused on potential differences and similarities between L1 and L2 French speakers. However, such a comparison encounters a number of difficulties such as matching learners in terms of language exposure, age, and learning abilities. This study addresses these issues based on the analysis of French liaison in a series of experimental tasks performed by L1 children aged two to six, and by adult Korean learners of French as a foreign language. Results show that, for both groups, acquisition of categorical liaison precedes acquisition of variable liaison. However, when L1 and L2 learners are matched individually based on the results of a production task, they differ in a judgment task involving the perception of liaison. More specifically, the ability to judge the correctness of liaison precedes the ability to produce it in L2 learners, but not in L1 children. The findings provide a strong indication that L2 learners follow a specific process when acquiring liaison.

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