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이온순,박지선,장형지 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.4
Despite increasing interest in English programs, few studies have emphasized the development of English program articulation between high school and college. The current study, therefore, explores the importance of such articulated English programs for Korean college English education, by conducting a systematic literature review of the findings of 67 relevant studies. Furthermore, this study analyzes and compares the findings by using an internet-based text-mining program in terms of frequent expressions in the abstracts collected. Based on the results, the study suggests some implications for practice. First, English program articulation between high schools and colleges is critical. Second, it is important to take an integrated approach to the development of articulated high school and college programs
이온순 현대영어교육학회 2014 현대영어교육 Vol.15 No.3
This study investigates the frequency effect on second language (L2) learners’comprehension of English sentences with object relative clauses. Previousresearch on sentence comprehension has shown that direct object relative clausesare harder to comprehend than subject relative clauses for several possible reasons,but there is little agreement about the reasons. To examine this question, anexperiment with forty Korean-speaking upper-intermediate learners of English asparticipants was conducted in four sessions (i.e., a pre-test, two input sessions,and a post-test) carried out on separate days. During the input sessions, half theparticipants, randomly assigned to the Relative Clause experience group, readsentences containing relative clauses. The other half, randomly assigned to theControl experience group, read complex sentences not containing relative clauses. The Relative Clause group’s accuracy on object relative clauses improved morethan that of the Control group. Moreover, the Relative Clause group’s readingtimes for object relative clauses were significantly faster in the post-test than inthe pre-test. These results suggest a pedagogical implication: because learners’performance on object relative clauses may improve in response to additionalexperience of the right type, the frequency effect can be effectively exploited inclassroom instruction and materials development.
Readers' Language Experience in Generating Korean Wh-Constructions
이온순 대한언어학회 2019 언어학 Vol.27 No.3
This study investigates the role of language experience, which is shaped by the distributional patterns occurring in input, in structural preferences in language production. A corpus analysis and a sentence completion experiment were conducted. Thirty-six Korean-speaking adults participated in the experiment, in which they read and completed sentence fragments including either a scrambled or an in-situ wh-phrase. When the participants generated questions, they attached the question-marking particle to a verb as soon as possible after encountering the wh-phrase, suggesting an active dependency formation mechanism. This finding supports the Active Filler Strategy hypothesis, a major account for the processing of filler-gap dependencies, but does not support any effect of readers’ linguistic experience.
Artificial Grammar Learning Ability Predicts L2 Processing of English Number Agreement
이온순 서울대학교 언어교육원 2016 語學硏究 Vol.52 No.1
This study investigates why L2 learners differ in their success in learning their second language, by examining the correlation between learning ability in artificial grammar involving an adjacent dependency and ability in processing English number agreement. Thirty-four Korean L2 learners of English completed two tasks: an artificial grammar learning task and a self-paced reading task. The results showed that (a) the L2 learners are able to track a frequent pattern (e.g., adjacent dependency) occurring in the artificial language; (b) the advanced L2 learners were not sensitive to violations of English number agreement in determiner phrases; and (c) the ability to learn a rule in the artificial grammar learning task was positively correlated with the L2 learners’ insensitivity to disagreement in the self-paced reading task. These findings shed light on the effect of the ability to track a rule in an artificial language on L2 sentence processing. The results thus suggest one explanation for why L2 learners’ variations appear in language learning, at least in the case of the comprehension of English adjacent number agreement.
The role of n-back task and statistical learning in L2 sentence processing
이온순 언어과학회 2022 언어과학연구 Vol.- No.102
This study investigates the role of working memory and statistical learning ability in L2 sentence processing. A total of 26 native-Korean-speaking L2 learners of English completed three tasks: (a) an n-back task, as a measure of working memory; (b) an artificial grammar learning task containing a nonadjacent dependency rule formed between words to test statistical learning ability; and (c) a self-paced English reading task including sentences with object relative clauses. The results show a significant relationship between participants’ working memory and their L2 sentence processing performance (r = .403), but no significant relationship between statistical learning ability and L2 sentence processing performance. The findings provide better understanding of learners’ individual differences by examining the relationships between statistical learning, working memory, and L2 sentence processing.
Predictive Ability in the Processing of Korean Classifier Constructions
이온순 한국언어과학회 2022 언어과학 Vol.29 No.2
The role of prediction in language comprehension has been tested in few languages, and how much prediction has been used across different language groups remains unclear. This study therefore expands the investigation of the role of prediction by examining the relation between performance on an artificial grammar learning task with an adjacent dependency rule and performance on a Korean self-paced reading task including a predictive relation between classifiers and their associated nouns. Forty-two Korean native speakers took part in the experiment. Results show a significant relation between scores on the two tasks. These results suggest that better ability to make predictions, as measured by the artificial grammar learning task, facilitates comprehension of the predictive dependency between preposed Korean classifiers and the following associated nouns. Moreover, different degrees of predictive ability may help explain individual differences in language processing.
Implicit Statistical Learning Ability in L1 Sentence Processing
이온순 대한언어학회 2018 언어학 Vol.26 No.3
Lee, On-Soon. (2018). Implicit statistical learning ability in L1 sentence processing. The Linguistic Association of Korea Journal, 26(3), 51-70. This paper aims to examine the role of implicit statistical learning ability, as measured by artificial grammar learning, in L1-English speakers’ sentence processing. A total of 44 L1-English adult participants completed two artificial grammar learning tasks and two self-paced English reading tasks. One artificial grammar learning task involved a nonadjacent dependency rule and the other an adjacent dependency rule. One self-paced English reading task contained object relative clauses (a nonadjacent dependency pattern), and the other, number agreement constructions (an adjacent dependency pattern). The results show a significant correlation between the statistical learning of an adjacent dependency rule and the ability to process English number agreement, but not between the statistical learning of a nonadjacent dependency rule and the processing of English object relative clauses. The paper discusses the implications of the partial correlation, and suggests that variations in implicit statistical learning ability may explain why some learners outperform others in the performance of sentence processing.
이온순 언어과학회 2023 언어과학연구 Vol.- No.107
Along with the importance of prediction in language processing, this study examines the effect of predictive ability, as measured by an artificial grammar learning task (AGL), on the processing of Korean topicalized object sentences. A total of 102 Korean native speakers completed a predictive AGL task and a self-paced Korean reading task. Both tasks’ stimuli involve rules about the relationships of nonadjacent elements. The results show that better ability to predict a nonadjacent relation in the AGL task correlates with better comprehension of Korean topicalized object sentences, which include a nonadjacent relationship in the form of a long-distance dependency between the topicalized object and its gap. This finding suggests the importance of prediction in language processing and provides empirical evidence for the argument that different degrees of predictive ability can be considered an individual difference affecting language performance.
Testing the Role of Expectation in L2 Processing of English RCs
이온순 한국언어학회 2016 언어 Vol.41 No.3
Lee, On-Soon. 2016. Testing the Role of Expectation in L2 Processing of English RCs. Korean Journal of Linguistics, 41-3, 501-519. Two major explanations for the difficulty of processing object RCs (e.g., The professor that the student criticized went on vacation in Texas.) make two different predictions about where the difficulty first appears. The memory-based account predicts difficulty at the relative clause verb (i.e., criticized), while the expectation-based account predicts difficulty at the onset of the noun phrase within the object RC (i.e., the of the student). To examine why L2 learners had the relative difficulty of processing object RCs, the current study thus examines the two predictions with a sentence continuation and a self-paced reading task in experiments conducted with Korean L2 learners of English. The results show that the learners experienced difficulty processing object RCs at the relative clause verb, but not at the onset of the noun phrase. This finding suggests that English L2 learners’ memory limitations, but not their expectations, explain the difficulty they experience in processing English object RCs (Korea University).
The Role of Korean -(n)un in Comprehending Negated Disjunction on the Direct Object Position
이온순 대한언어학회 2017 언어학 Vol.25 No.3
Lee, On-Soon. (2017). The role of Korean -(n)un in comprehending negated disjunction on the direct object position. The Linguistic Association of Korea Journal, 25(3), 51-68. A Korean sentence like John-un ice cream-ina kheyik-ul an mek-ess-ta (‘John did not eat ice cream or cake’) is temporarily ambiguous, permitting either the conjunctive interpretation (‘John ate neither ice cream nor cake’) or the disjunctive interpretation (‘John did not eat ice cream or John did not eat cake’). Yet theoretically, the topic marker -(n)un on the direct object position (‘ice cream-ina kheyik’) forces the contrastive focus reading (Han, 1996). To assess the semantic effect of the Korean topic marker -(n)un in resolving this temporary ambiguity, a self-paced reading experiment with a Truth-Value Judgment Task was conducted with thirty native Korean-speaking adults. The participants chose the conjunctive interpretation more often in the topic-marked condition than in the accusative-marked condition. Moreover, their judgment times were shorter in the topic-marked condition. These results suggest that the semantic information carried by the topic marker -(n)un (i.e., contrastive focus) helps to resolve the temporary ambiguity of such sentences by reducing the processing load they impose.