scholarly journals Explicit Knowledge of Second Language Phonology: A Study of Korean Learners of English

EONEOHAG ◽  
2019 ◽  
Vol null (85) ◽  
pp. 269-288
Author(s):  
박미선
Keyword(s):  
Second Language ◽  
Explicit Knowledge ◽  
Second Language Phonology ◽  
Korean Learners ◽  
Korean Learners Of English

Explicit and implicit dimensions of sociopragmatic and pragmalinguistic competence

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Darcy Sperlich ◽  
Jaiho Leem ◽  
Eui-Jeen Ahn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Explicit Knowledge ◽  
Past Research ◽  
Language Transfer ◽  
Knowledge Use ◽  
New Perspective ◽  
Implicit And Explicit ◽  
Korean Learners

AbstractImplicit and explicit knowledge use in second language acquisition has been rigorously researched in areas such as syntax, however our understanding of how these knowledge constructs affect learner pragmatics is not well understood. Through an interlanguage pragmatic perspective we aim to understand how implicit and explicit knowledge intertwines with pragmalinguistic and sociopragmatic competence. This is investigated by testing for L1 politeness transfer in Korean learners of French regarding their acquisition of tu and vous, which provides a new perspective as past research focuses on Anglophone learners. By triangulating data from two test types, results show that the learners have difficulty with vous but not tu, attributed to negative language transfer of L1 politeness values. Moreover, learner variation of tu/vous use can be linked to the explicit/implicit status of their pragmalinguistic and sociopragmatic knowledge, showing that the implicitization of their sociopragmatic knowledge is a challenging hurdle towards native-like tu/vous use.

Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment

2005 ◽  
Vol 26 (4) ◽  
pp. 579-596 ◽  
Author(s):  
DEBRA M. HARDISON
Keyword(s):  
Second Language ◽  
Speech Processing ◽  
Visual Cues ◽  
Word Identification ◽  
Spoken Word ◽  
Perceptual Training ◽  
Korean Learners ◽  
Gating Paradigm ◽  
Korean Learners Of English

Experiments using the gating paradigm investigated the effects of auditory–visual (AV) and auditory-only perceptual training on second-language spoken-word identification by Japanese and Korean learners of English. Stimuli were familiar bisyllabic words beginning with /p/, /f/, //, /l/, and /s, t, k/ combined with high, low, and rounded vowels. Results support the priming role of visual cues in AV speech processing. Identification was earlier with visual cues and following training, especially for words beginning with // and /l/, which also showed significant effects of adjacent vowel. For the Japanese, the AV advantage in identifying //- and /l/-initial words was accentuated following training. Findings are discussed within a multimodal episodic model of learning.

Focus prosody by Korean learners of English

2021 ◽  
Author(s):  
Jun Liu ◽  
Yong-cheol Lee
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Identification Rate ◽  
Low Level ◽  
Digit String ◽  
Korean Learners ◽  
Korean Learners Of English

Abstract This study examined whether Korean learners of English attained native-like performance in English focus prosody by conducting production and perception experiments using digit strings. Language learners were classified into advanced-, intermediate-, and low-level groups according to their proficiency and compared with native speakers. Native speakers’ focus prosody was clearly prominent in the focus positions, and their post-focus positions were considerably compressed. Their focused digits were easy to detect, resulting in a 97% identification rate. Although advanced-level speakers produced acoustic cues quite similar to those of native speakers, their post-focus production did not resemble that of native speakers. Their identification rate was 81%, 16% lower than that of native speakers. Neither intermediate- nor low-level speakers’ focus-cueing changes were distinguished whatsoever in the focus and post-focus positions. Their identification rates were just over 10%, similar to the level of chance in a 10-digit string, implying that their focus productions were not sufficiently salient to be recognized in the experiment. The results suggest that second language acquisition is hindered by a negative transfer between English and Korean. The acquisition of second language focus prosody proceeds slowly; second language learners approach native-like proficiency once they become advanced.

Second language learnability and the acquisition of the argument structure of English locative verbs by Korean speakers

2003 ◽  
Vol 19 (4) ◽  
pp. 305-328 ◽  
Author(s):  
Hye-Ri Joo
Keyword(s):  
Second Language ◽  
Argument Structure ◽  
Native Speaker ◽  
Forced Choice ◽  
Control Group ◽  
Locative Alternation ◽  
Korean Speakers ◽  
Description Task ◽  
Korean Learners ◽  
Korean Learners Of English

The present research focuses on Korean English as a foreign language (EFL) learners’ knowledge of the locative alternation (e.g., John loaded hay onto the wagon/John loaded the wagon with hay) and its relationship to theories of language-particular and language-universal properties. Korean, the native language of the participants, has a locative alternation resembling that of English. However, although Korean and English are similar in terms of broad-range constraints, they are dissimilar in terms of narrow-range constraints for locative alternations. This study investigates whether the acquisition of such constraints in English locatives by Korean speakers, and whether the first language (L1) influences the second language (L2) acquisition of locative alternations. Two instruments are used in the experiment: a forced-choice picture-description task and a forced-choice sentence selection task. The study investigates an experimental group of Korean learners of English and a control group of native speakers of English. The results are discussed with reference to universality of linking, to the transfer of argument structure and to Pinker’s learnability theory. The primary results are: • The Korean learners of English had acquired the constructional meaning of the locative construction (which is related to Pinker’s (1989) concept of broad-range rules and broad conflation classes), a property claimed to be universal. • They had not achieved native-speaker knowledge of language-particular properties - which narrow conflation class verbs belong to - so that they did not reject ungrammatical sentences; and • Significant L1 transfer effects were not found.

The acquisition of phonetic details: Evidence from the production of English reduced vowels by Korean learners

2011 ◽  
Vol 27 (4) ◽  
pp. 535-557 ◽  
Author(s):  
Jeong-Im Han ◽  
Jong-Bai Hwang ◽  
Tae-Hwan Choi
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Distribution Patterns ◽  
Statistical Properties ◽  
Mean Values ◽  
L2 Learners ◽  
English Speaking ◽  
The Mean ◽  
Korean Learners ◽  
Korean Learners Of English

The purpose of this study was to evaluate the acquisition of non-contrastive phonetic details of a second language. Reduced vowels in English are realized as a schwa or barred- i depending on their phonological contexts, but Korean has no reduced vowels. Two groups of Korean learners of English who differed according to the experience of residence in English-speaking countries and a group of English native speakers were asked to produce English reduced vowels in word-initial, word-internal and word-final positions. The mean duration ratios, and the mean values and distribution patterns of F1/F2 of the reduced vowels were compared between the three groups, which revealed that Korean learners without residence experience tended to produce each variant of English reduced vowels as the corresponding full vowels, whereas those with experience displayed similar patterns to the natives. The present results suggest that it is possible for second language (L2) learners to learn the statistical properties in L2.

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.

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