Subject-verb Agreement Processing of EFL Learners

박분주 한국영미어문학회 2013 한국영미어문학회 학술대회 발표논문집 Vol.2013 No.3

한-호주 학습자들의 원격협력학습을 통한 문화경험이 상호문화간 의사소통 능력에 미치는 인지적 효과

박분주 현대영미어문학회 2019 현대영미어문학 Vol.37 No.3

Intercultural Communicative Competence (ICC) can be defined as “the ability to change one’s knowledge, attitudes, and behaviours so as to be open and flexible to other cultures (Alfred and Byrams 2002)” The purpose of this study is to investigate the effects of the telecollaborative work between Korean EFL secondary school students and Australian peers to improve International students’ intercultural communicative competence. In total, fifty five Korean EFL secondary school students participated in this study (24 in an experimental group and 32 in a control group). The experimental group students have participated in the telecollaborative class with Australian peers with 5 topics for six months. Chen and Starosta’s (2000) Intercultural Sensitivity Scale was implemented into Paradigm (v. 2.5) software program measuring participants’ survey response value and resolution latency time at the same time. The data analysis focused on 5 areas: interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment and interaction attentiveness. The results revealed that telecollaborative work with Australian peers helped Korean teenaged EFL learners improved their intercultural communicative competence, and the cognitive approach analysis provided a different insight. (Catholic University of Daegu) .

시선처리분석으로 본 한국어(L1)-영어(L2) 여격구문 문장처리 양상 비교

박분주 언어과학회 2023 언어과학연구 Vol.- No.107

. This study investigates how Korean native speakers learning English process two types of dative structures in Korean (L1) and English (L2), utilizing an eye-tracking approach. A total of 35 participants engaged in the experiment, focusing on Korean's canonical order [DAT-ACC] and scrambled order [ACC-DAT], as well as English's double object and prepositional dative structures. Eye-tracking data across four areas of interest (AOIs) - subject, verb, dative noun, and accusative noun - were analyzed. The results indicated significant differences in the accusative noun area in Korean, with fewer fixations and regressions in the DAT-ACC structure compared to ACC-DAT, implying reduced cognitive effort. In contrast, in English, the dative noun area was critical, with prepositional dative structures showing fewer cognitive efforts, evidenced by reduced fixation counts, regressions, and reading times compared to double object dative structures.

복합명사구 통사 정보에 따른 문장처리 시선 추적 분석: 관계절 내에서 동사 수 일치 처리양상

박분주 현대문법학회 2022 현대문법연구 Vol.115 No.-

The current study aims to investigate how ESL university students undergo the syntactic process of relative clause with complex noun phrases. The target sentences have two kinds of complex noun phrase varied with the numbers: one consists of single noun (N1) and plural noun(N2) phrases and the other consists of plural noun(N1) and single noun (N2) phrases. The data collection through tracking eye-movement during language processing enables us to investigate the process more in-depth level and to have wide range of insight of language learners’ processing. The results from eye-movement analysis showed that the participants underwent different process the two mismatched types of relative clause with complex noun phrases (singular – plural NPs vs. plural-singular NPs). .

한국어와 영어(의) 언어 내 산출 과정에서강조가 문장 구조 선택에 미치는 영향

박분주 대한언어학회 2013 언어학 Vol.21 No.4

The purpose of this study is to investigate whether emphasized elements in the sentence by preposing affect determining the syntactic form of utterance when speakers produce sentences in Korean(L1) and English(L2). Seventy university students participated in this study. Picture description task was implemented for the syntactic priming paradigm. The results showed the sentence order did not persist during sentence production both in Korean and in English. Syntactic priming effects were boosted when the emphasized structures(EDA & EAD in Korean, EDO & EPP in English) were presented. For example, speakers tend to produce more DAT-ACC ordered dative structure in Korean after hearing the DAT emphasized dative sentence. Regarding language production process, it was observed that emphasis had an influence on determining sentence structure during the language production process. Also the results have implications that emphasis persistence may affect determining sentence structure prior to a constituent level such as a functional level or other information structure processing in the language production model.

Syntactic Facilitation in Sentence Production of English Dative with Cross-language Priming

박분주 한국영미어문학회 2008 영미어문학 Vol.- No.89

There is a tendency that a certain syntactic structure is facilitated by the previous utterance in language production. For instance, if a speaker hears or uses a dative construction in one utterance, the same syntactic structure is relatively more likely to occur again in the following utterance (e.g., Bock, 1986; Bock & Loebell, 1990; Hartsuiker & Kolk, 1998). This study explores the effect of syntactic facilitation across languages : production in English(L2) with priming in Korean. The participants were Korean native speakers who speak English as a second language. The target structures were dative alternate structures (double object dative vs. prepositional dative in English, DAT-ACC ordered dative vs. ACC-DAT ordered dative in Korean). The methodology was based on the picture description task combined with recognition task. The procedure involved repetition of an auditory stimulus, followed by picture description. The results showed the significant effects were found only for prepositional dative utterances and very weak or no priming effects were found in double object dative utterances. The results indicates that syntactic repetition effects can be facilitated in the shared construction between the languages such as prepositional dative in English and ACC-DAT dative in Korean.

Subject-Verb Agreement Processing and Working Memory with University EFL Learners

박분주,이윤경 현대영미어문학회 2020 현대영미어문학 Vol.38 No.4

Working memory is related to the cognitive process that requires language processing. The purpose of this study is to investigate Korean EFL learners’ subject-verb agreement processing with complex noun phrases, whether the participants undergo syntactic or conceptual language processing, and whether either of these processes are related to EFL learners’ working memory capacity. The results of subject-verb agreement processing showed a different tendency between syntactic processing and conceptual processing. The response time measurement showed a different tendency for the multiple token noun phrases from the single token noun phrases. Furthermore, the results of the correlation between subject-verb agreement processing did not show significant effects except for a certain part of the conceptual agreement processing. This study has the implication that subject-verb agreement processing does not require much cognitive strategy, such as working memory, for the participants although their L1 (Korean) does not have the subject-verb agreement processing. .

EFL Learners’Rewriting Strategy in English Composition

박분주 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.3

The purpose of this study is to investigate the effects of rewriting on student compositions that were created without referencing either the first draft or teacher feedback. A total of thirty students in a university-level English composition class served as the participants in this study. The data were collected from persuasive essays produced in-class. For analysis, two evaluators graded two sets of drafts according to a scoring rubric focusing on format, content, organization, and grammar. In addition, further error analysis was conducted based on syntactic and semantic errors at both word level and sentence level. As a result, significant improvement was observed in the second drafts throughout the four areas. Also, the results of the error analysis showed that syntactic errors were reduced significantly at both word level and sentence level. On the other hand, word-level semantic errors were not reduced considerably, and sentence-level semantic errors showed only a marginal decline. The results indicate that students could improve their second draft and reduce syntactic errors through their own discernment. However, they may need assistance from instructors to correct certain semantic errors, specifically errors related to word choice.

The Effects of Text with Melody on Text Recall for Young EFL Learners: Measuring Response Time

박분주 미래영어영문학회 2015 영어영문학 Vol.20 No.4

Song has been known to have positive effects not only as a memory aid but also as a learning facilitator. The current study aims to investigate whether the format of songs will facilitate the text recall in comparison to the format of spoken in trials of immediate and delayed text recall and whether their representations are different between L1 and L2 or not. As a result, the sung text showed positive effects not only as an immediate memory aid but also as a retention of the texts in delayed time too. Although the accuracy were higher in song condition, the responding time took longer to recall the text in song condition rather than in the spoken format. These findings from the response time can serve as empirical evidence that songs are a form of text integrated with melody, so a longer time was required to recall the integrated chunk. Nonetheless the integrated unit of text and melody boosted the accuracy in recalling texts. With regard to the representations between L1 and L2, although the effects of songs in L2 were not as salient as demonstrated in L1, they showed the similar tendency between L1 and L2.

대학전공교육에 있어서 영어 원어강의의 효과: 원어민과 비원어민교수 강의에 대한 학습자의 인식비교

박분주 현대문법학회 2012 현대문법연구 Vol.69 No.-

This study investigated Korean university learners' perception of native English speaking teachers(NESTs) and non-native English speaking teachers (NNESTs) in the University English for academic purpose. Questionnaire survey and interview data collection were implemented. For the questionnaire survey, 118 students participated for NEST courses and 127 for NNEST courses. Among them 10 students(5 from NEST, 5 from NNEST) were interviewed to consolidate the data. The results revealed that students perceived more positively in the English speaking courses by NEST with regard to improving their listening and speaking ability, NESTs' teaching attitude which intrigued students to participate in the class, trying to ask questions in class, and keeping their tense during the class with English language code. However, students in NNEST courses felt less anxiety, used more L1 in group work, and tended to ask questions later the class in Korean than in NEST course. Students in NNEST courses perceived positively about L1 use as long as it is controlled. These findings are valuable implications for NNESts to manage their EAP courses effectively.