Universal Grammar Influence in L2 Acquisition

Eunjeo Kim 한국영어학학회 2021 영어학연구 Vol.27 No.1

L2 language acquisition has been influenced by L2 input and L1 transfer. The former is virtually definitive in teaching, whereas the latter is a contrastive study of L1 and L2. Recently, as researchers continue to explore how L2 acquisition occurs, and as greater depth of analysis is desired, they are becoming more aware of the possibility of UG influence. This present study reviews current research that asserts UG influence in L2 acquisition and explores implications of that assertion. Investigating ambiguities of UG influence involves examining parsing selections at the point of interaction with L2, and syntactic choices may offer insights into the nature of the parsing mechanism. Within an L2 context, recognition of UG influence may broaden L2 learners’ and instructors’ perspectives of interlanguage use. This overview of research on UG influence also provides pedagogical insights for L2 instructors and learners.

The Subset Principle and UG in L2 Acquisition : the acquisition of reflexives by Korean students learning English

김희숙,문은주,여도수 공주영상정보대학 2002 논문집 Vol.9 No.-

The Subset Principle and UG in L2 Acquisition: the acquisition of reflexives by Korean students learning English. The fact that children learn which setting is appropriate for the language they are acquiring from the positive evidence rather than from negative evidence suggests that L1 acquisition should be achieved with positive evidence only. However, children may encounter a situation where they need negative evidence for disconfirmation. To overcome s problem, a learning principle called Subset Principle is proposed, and its potential application can be illustrated through a parameter-setting framework for Binding Principle called Governing Category Parameter(GCP) proposed by Wexler and Manzini(1987). This study examines whether the Subset Principle operates in L2 acquisition of reflexives by Korean students learning English as in L1, and if not what other factors are involved. The result shows that the Subset Principle does not seem to operate in their L2 acquisition, causing students to create interlanguage grammar placed somewhere between the superset L1 and subset L2. This suggests that teachers should provide sufficient and adequate evidence to help that resetting to take place successively.

L2 어휘 습득의 요인들과 L2 어휘 능력과의 구조적 관계

백승현 ( Seung Hyun Baek ),지문건 ( Moon Gun Ji ) 글로벌영어교육학회(구 호남영어교육학회) 2011 Studies in English education Vol.16 No.2

The purpose of the current study was to investigate the potential factors which impact on second language (L2) vocabulary acquisition and its relationship to L2 vocabulary ability. This study invited 171 elementary students in Grades 3 to 6 and they were assessed by vocabulary matching task and questionnaire survey on L2 vocabulary learning. The vocabulary test was composed of nouns, verbs, and adjectives adapted from elementary English textbooks based on 7th education curriculum and the questionnaire comprises 28 items. The results indicated that there were the five factors of L2 vocabulary learning: vocabulary learning attitude, vocabulary learning strategy, vocabulary exposure, first language (L1) proficiency, and parents` interest on their children`s assignments. Secondly, according to regression analysis, L2 vocabulary learning attitude and L1 proficiency were strong predictors of L2 vocabulary acquisition. Furthermore, as a result of structural equation modeling, L2 vocabulary learning attitude significantly contributed to L2 vocabulary proficiency. The present findings suggest that L2 leaners` perception on the importance of L2 vocabulary as well as L1 vocabulary plays a crucial role in facilitating L2 vocabulary competence. Furthermore diverse L2 vocabulary learning strategies/exposure and parents` concerns on their children`s L2 learning are necessary conditions for successful L2 vocabulary achievement.

The contributions of L1 and L2 proficiency, background knowledge, and passage sight vocabulary to EFL incidental vocabulary acquisition through reading

이선정 한국중등영어교육학회 2019 중등영어교육 Vol.12 No.4

This study investigated the contributions of L1 proficiency, L2 proficiency, background knowledge, and passage sight vocabulary to L2 vocabulary acquisition through reading. The relative contributions of these factors were also examined. The participants were 121 Korean middle school students studying English as a foreign language. The independent variables first included completion of the reading section of the National Academic Achievement Test of Korean and English, a background knowledge questionnaire, and a passage sight vocabulary test. The participants read a passage and subsequently took a vocabulary posttest. Multiple regression analysis revealed that L1 proficiency was not a significant predictor of L2 vocabulary acquisition, suggesting that L1-L2 interdependence is somewhat limited insofar as incidental vocabulary acquisition. Also, the results revealed that passage sight vocabulary had the largest significant effect, L2 proficiency had a large significant effect, and background knowledge had a moderate significant effect on L2 lexical development through reading. The implications of the findings in relation to L2 vocabulary instruction were also discussed.

제2 언어 명시적, 암시적 문법지식과 자가평가와의 관련성

이준규 ( Lee Junkyu ) 서강대학교 언어정보연구소 2017 언어와 정보 사회 Vol.32 No.-

Second language research has widely adopted L2 self-rated assessment as a use-ful research tool. Yet, there is no consensus on what types of L2 knowledge can be measured by L2 self-rated assessment. Taking L2 grammatical knowledge as an instance, this study aims to explore the relationship among three grammatical measures including self-rated proficiency of L2 grammar and two types of L2 gram-matical knowledge (explicit and implicit knowledge). The grammatical knowledge of fifty Korean EFL learners was tested via (1) 10-point Likert-scale based self-rated grammar measure, (2) explicit grammatical knowledge test (metalinguistic knowl-edge test),and (3) implicit grammartical knowledge test (timed grammaticality judgement test). A series of regression analyses indicated that L2 self-rated grammar measure are strongly associated with L2 explicit knowledge and L2 implicit knowl-edge in ungrammatical judgement conditions. The implication of this was discussed from L2 research method perspective.

제1언어와 제2언어로서의 한국어 습득 - 발음/형태 오류를 중심으로

김태경 서울대학교 국어교육연구소 2009 국어교육연구 Vol.24 No.-

Error analysis is one of the most useful methods for language acquisition research. This paper discusses about the characteristics common to L1 and L2 acquisition of Korean language on the basis of the phonological and morphological Errors. I have analyzed the characteristics of the interlanguage shown by foreign adult learners. In addition, I have probed for the principles governing L1 acquisition by examining the previous studies. Empirical results provide strong support for the systematicness in L1 and L2 acquisition. L2 Learners do not simply translate between the L1 and the L2, but apply hypotheses to the L2, and the same is true of the L1 learners. Thus, We might expect linguistic generalities to play an important role in aquisition of L2. In conclusion, it is necessary to note the interlanguage of language learners to develop the methodology of language teaching that emphasizes learners' cognitive functions. 언어 습득 과정에 나타나는 오류는 언어의 보편성이나 습득 원리를 밝히는 중요한 열쇠가 될 수 있다. 이 논문은 학습자의 중간언어에 나타난 발음 오류와 형태 오류를 토대로 제1언어와 제2언어로서의 한국어 습득 과정의 유사성을 찾아보고자 하였다. 이를 위하여 외국인 학습자들의 오류 패턴을 관찰하고, 모국어로서의 한국어 습득에 관한 선행연구 결과들을 검토하여 언어 습득 과정에 어떤 원리가 작용하는지 살펴보았다. 그리고 모국어로서의 한국어 습득 과정과 제2언어로서의 한국어 습득 과정에 어떤 규칙성이 있는지 알아보았다. 그 결과, 유아의 모국어로서의 한국어 습득 과정과 마찬가지로, 외국인 학습자들은 모어를 단순히 한국어로 번역하기보다 한국어의 발음과 형태에 관해 가설을 세우고 이를 실제 사용에 적용해보면서 언어를 배우고 있음을 알 수 있었다. 즉, 제2언어 습득 과정 역시 언어의 보편성에 크게 영향을 받을 것임을 짐작할 수 있다. 따라서 학습자의 중간언어에 보다 많은 관심을 기울임으로써 학습자의 인지 기능을 강조하는 언어 교육이 이루어질 수 있게 될 것이다.

The Initial State of L2 Grammar Revisited: The Case of L2 Grammar of L1 Turkish Learners

김준식 한국외국어교육학회 2011 Foreign languages education Vol.18 No.2

The initial state has often been examined in terms of the nature of the initial state (i.e., what constitutes the initial L2 grammar, UG, L1 or both? and what triggers the initial L2 grammar?). The fact that not all the L2 inputs initiates the development of L2 grammar, however, suggests the need to clarify the nature of the initial state of L2 grammar. In this paper, the initial state of L2 learners was refined while clarifying the start- and end-point of the initial state of L2 acquisition and the nature of the initial state and the two arguments on the initial state of L2 grammar (i.e., Full Transfer/Full Access Hypothesis and minimal trees hypothesis) were revisited while the data from L1 Turkish learners in Schwartz & Sprouse (1994), Vainikka & Young-Scholten (1996b), and Haznedar (2003) were reanalyzed in an attempt to find evidence to support the term refined. The quality of L2 input rather than the amount of L2 input appears to be a factor affecting the transition of initial state into the development of L2 grammar.

Building Confidence in L2 Speaking through the Expanding Circle Communication : Practicing English as an International Language (EIL)

Arifumi Saito,Younghyon Heo,Jeremy Perkins 한국언어과학회 2020 언어과학 Vol.27 No.2

The goal of this study is twofold. First, we explore how the in-class L2 English discussion of students from expanding circle countries (mixed group of Japanese, Chinese and Vietnamese) promotes L2 speaking confidence. Second, we introduce the idea of “English as an International Language (EIL)” to EFL students (Japanese learners of English) and examine how it affects their performance and L2 speaking confidence. Students’ L2 speaking confidence was quantitatively measured before and after the treatment, and reflective writings were collected for a qualitative analysis. The comparison of the pre- and post-survey shows that their overall L2 speaking confidence increased after the treatment. Yet, EIL did not show clear involvement in their confidence improvement. However, the analysis of their reflective writing shows the participants’ changed attitude toward English after learning about EIL, which potentially can lead to enhanced L2 speaking confidence in the long run.

한국어, 영어, 일본어의 음성, 음운 차이에 대한 연구

박시균(See-Gyoon PARK) 국어문학회 2015 국어문학 Vol.58 No.-

L2 음운 습득 분야에서 L1의 전이는 연구의 중심에 서 있었다. 대조분석가설(CAH)을 주창한 Lado(1957) 이후 ‘L1의 전이’는 L2음 습득 모델들에서도 주요한 요소로 자리 잡았다. 두 개의 모델이 이 분야의 학자들에게 가장 선호되고 영향을 끼쳐 왔는데 첫 번째 모델은 Flege(1987a, 1987b)가 주창한 ‘음성학습 모델(SLM)’이고 두 번째 모델은 Best(1993, 1995)가 주창한 ‘지각동화모델(PAM)’이다. 이 두 모델은 모두 ‘L1의 전이’와 ‘L2 경험’을 L2음 습득의 중요 요소로 보고 있다. 본고에서 필자는 ‘L1의 전이’와 ‘L2 경험’과 관련하여 네 개의 다른 경우를 상정하여 필자의 실험들로 이 두 모델을 검증하였다. 네 개의 경우 중 두 개는 이 두 개 모델의 예측이 맞는 것으로 나타났지만 나머지 두 개는 예측이 결과와 대비해서 성공적이지 못했다. 예측이 성공적이지 못한 두 개의 경우에는 ‘제3의 요소’가 필요하였다. 그리고 이 제3의 요소는 ‘유표성’과 직접적으로 관련이 있었다. ‘제3의 요소’가 L2 학습자들이 L2 음을 습득하는데 ‘긍정적’으로 작용하는 경우 이는 목표로 하는 L2음이 ‘무표적’인 방향에 서 있었고 반대로 ‘제3의 요소’가 ‘부정적’으로 작용하는 경우 L2음은 ‘유표적’인 방향에 서 있었다. ‘L1의 전이’와 ‘L2 경험’이 L2 음 습득에서 중요한 요소들이지만 ‘제3의 요소’도 이 두 요소와 동등하게 중요하다. L1 transfer has been a main theme in the area of L2 sound acquisition. Since Lado(1957) advocated the Contrastive Analysis Hypothesis(CAH) where ‘L1 transfer’ was a main factor, L1 transfer has been a main factor in the following L2 sound acquisition models. Two models have been favorite and influential to the scholars in this area. One was Speech Learning Model(SLM) asserted by Flege(1987a, 1987b). The other was Perceptual Assimilation Model(PAM) claimed by Best(1993, 1995). Both models put the emphasis on ‘L1 transfer’ and ‘L2 experiences’ as main factors of L2 sound acquisition. In this paper, I verified these two models with my own experiments for four different cases in association with L1 transfer and L2 experiences. Out of four cases two were explained by the two models’ predictions but the other two were not successful with their predictions. The third factors, whether those are ‘positive’ or ‘negative’, were needed to solve the problems of the two models’ insufficient predictions. Also the third factors were directly related to the ‘markedness’. If the factors are ‘positive’ those are related to ‘unmarked’ direction of the targeted L2 sounds and if ‘negative’, those are related to ‘marked’ direction of them. Although ‘L1 transfer’ and ‘L2 experiences’ are important factors in L2 sound acquisition, the third factors are equally important to the other factors. The detailed relationship amongst theses three factors should be resolved in future researches.

「ようだ·みたいだ」의 습득에 관한 연구 -L2학습자와 일본어모어화자의 발화에 주목하여-

최연주 ( Youn Joo Choi ) 한국일어일문학회 2013 日語日文學硏究 Vol.87 No.1

본 연구는 L2학습자가「ようだ·みたいだ」를 어떻게 습득하는가, 그 출현과 접속, 경합 등 습득의 제상을 밝히기 위한 것이며 그 경향을 일본어모어화자와 비교함으로써 L2학습자만의 특징을 밝히는 것을 목적으로 하고 있다. 본 연구의 결과 L2학습자는、①「ようだ·みたいだ」가 놓여지는 위치에 의해 서로간의 구별을 하고 있는 경향, ②접속하는 품사에 의해 「ようだ·みたいだ」를 구별하는 경향, ③회화 상대와의 친밀도에 의한 형식의 구별은 하고 있지 않는다는 것을 알았다. 그리고 ④그러한 경향은 일본어모어화자와 대부분일치하고 있다는 것이 밝혀졌다. 이러한 결과는 L2학습자의 「ようだ·みたいだ」의 사용에 일본어모어화자의 사용이 영향을 끼치고 있을 가능성과 문법적인 의미가 유의한 항목이라고 하더라도 학습자들은 각각 다른 것으로서 인식하며 다른 습득과정을 거칠 가능성을 시사하는 결과라 할 수 있다. 또한 L2학습자는 자신들이 만든 학습 전략을 가지고 두 항목을 구별하고 있으며 이러한 학습자들의 중간언어의 존재는 앞으로의 습득연구 재인식의 필요성을 보여주는 것이라 할 수 있다. In this study, I analyzed it for “Yoda and Mitaida” how L2 learner learned them. As the method, I check the appearance and connection, diverse aspects of the acquisition including the competition and compare the tendency with the tendency to use of the Japanese native speaker. It was thereby intended to clarify characteristics in the acquisition of the L2 learner. This result, I can focus as us to suggest that there is a possibility that the use of Japanese native speaker are affecting use of the L2 learners “Yoda and Mitaida”. In other words, Japanese native speaker Although an item that grammatical meaning is similar, it is recognized as another for L2 learners, likely to follow to learn different routes each can be considered. Such a result is meaning that L2 learners uses both items properly using his strategy, and it is thought that such existence of a student``s intermediate language is what shows the necessity of having a new appreciation of the state of future acquisition research.