Ultimate Attainment in L2 Acquisition: The Testing of the Aspect Hypothesis

임자연(Jayeon Lim) 한국외국어교육학회 2003 Foreign languages education Vol.10 No.3

The present study investigates the developmental process of adult Korean learners of English. In particular, the study examined the acquisition of the English simple past and present perfect in order to provide an understanding of the process of L2 acquisition of temporal systems as well as L2 acquisition in general. The objectives of this study are: (1) to systematically investigate the acquisition of the simple past and present perfect, (2) to test how lexical aspect influences the acquisition of the simple past and present perfect, and (3) to report acquisitional changes of the simple past and present perfect across learners with different proficiency levels. The participants were 60 Korean L2 learners of English in four different proficiency levels, measured by an independent proficiency test, and 11 native speakers of English. A cross-sectional study of the controlled-elicitation task was designed to explore the acquisition process. The results revealed that learners exhibited progress proportionate to their proficiency levels of L2. Learners also showed the influence of lexical aspect in the acquisition of the simple past, except for the advanced level learners. That is, learners showed higher accuracy on the simple past with accomplishments and achievements than with states and activities. The advanced level learners, as well as the native speakers, were not influenced by the lexical aspect. They demonstrated equal accuracy in a11 four lexical aspectual categories.

EFL 상황에서의 상호작용 - 교실환경과 준자연환경의 비교 연구

임자연(Lim Jayeon),심영미(Shim Youngmi) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.1

  This paper investigated interaction patterns of L2 learners and their native speaker counterparts in EFL classrooms and proximal social settings. To this end, data were collected from an English cafe at a university (i.e., pseudo-natural setting) and from an English conversation class at a university (i.e., classroom setting). Data analysis focused on teachers" question types, feedback patterns, and learners" responses towards feedback. The analysis based on utterance frequency revealed that students displayed higher participation rate in the pseudo-natural settings. With regards to teacher questions, teachers used more referential questions than display questions in both settings. However, there were twice as many teachers" feedback in the pseudo-natural setting compared to the classroom setting, but the frequent feedback did not slow down the conversation and did not always lead to self-repair. In addition, students in two settings differed in terms of their preferences to feedback in different linguistic categories.

Errors and Strategies Observed in Korean Heritage Learners" L2 Writing

Sung-Yeon Kim(김성연),Jayeon Lim(임자연) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.4

This paper investigated Korean heritage learners" acquisition of Korean as a second language. In particular, written narratives of 16 Korean heritage learners were analyzed in order to identify errors and strategies observed in Korean heritage learners" second language writing. The findings of the study indicated that learners" errors were not significantly related to their proficiency levels in the target language. Likewise, no significant differences were observed in errors due to their proficiency levels. However, some differences were noted in several grammatical categories. In case- or tense-related areas, learners with higher proficiency levels were not much more accurate than those with lower proficiency levels. However, in terms of the use of inflectional markers, learners with higher proficiency levels exhibited higher accuracy than lower level learners. With regard to their use of strategies, literal translation, code-switching, and approximation were most frequently observed in their writings. The paper concludes with some implications for teaching Korean as a foreign language.

2015 개정 교육과정에 따른 중학교 영어 교과서의 융합 활동에 관한 분석 연구

조현정(Cho, Hyun Jung),임자연(Lim, Jayeon) 한국영어어문교육학회 2021 영어어문교육 Vol.27 No.4

This study investigated the content-based instruction (CBI) activities in middle school English textbooks based on the 2015 Revised National Curriculum. It investigated whether the CBI activities were designed to provide language learning opportunities and integrate various knowledge and skills. To this end, the analysis focused on the questions regarding the content subjects and topics provided in the activities of the textbooks, learning objectives of these activities and a detailed analysis of the activities. The results indicated that the CBI activities were designed to meet the goal of ‘creative convergence education’ by appropriately connecting various knowledge and skills with the topic of the unit. Yet, the activities were largely limited to a small number of subjects such as social studies, ethics, and technology and family. Also, neither clear language objectives nor content vocabulary were provided. Finally, the activities were mostly intended for group works, indicating that English proficiency levels will likely affect learning outcome. This study suggests that middle school English convergence education would benefit from including clear language objectives for the integrated activities as well as content vocabulary, and a variety of topics beyond the scope of daily life should be covered in the textbooks.

애니메이션 영화를 활용한 영어어휘 학습이 중학교 수준별 학습자에게 미치는 영향

한송이 ( Han Song-yi ),임자연 ( Lim Jayeon ) 글로벌영어교육학회(구 호남영어교육학회) 2017 Studies in English education Vol.22 No.4

This study aims to investigate the effects of explicit and implicit vocabulary learning through animation movies on middle school English language learners. One-hundred learners in two different proficiency levels were divided into explicit and implicit vocabulary learning groups. Their outcome was measured in terms of productive/receptive vocabulary knowledge as well as contextualized/ non-contextualized vocabulary knowledge. The findings of the study indicate that although there was no significant differences between explicit and implicit vocabulary learning in both high and low level learners, learners in different proficiency levels showed differences according to different test types. Specifically, high level learners’ performance in productive vocabulary knowledge were significantly better than that of low level learners. Additionally, high level learners showed better performance in contextualized type of questions, implying that they have acquired the strategy of using context in using vocabulary.

A Study of Voiced Alveolar and Palato-alveolar Fricative Production by Korean Learners of English

Misun Seo(서미선),Jayeon Lim(임자연) 한국영어학회 2009 영어학 Vol.9 No.4

Age Effects in L2 Perception and Production by Learners of Korean

Lim, Jayeon 서울대학교 어학연구소 2003 語學硏究 Vol.39 No.3

This study examines perception and production by second language learners of Korean. The particular focus is word-initial aspirated and lax stops and affricates in Korean. The results of the learners with differing age of onset suggest the following : Early L2 exposure leads to better performance, which correlates strongly to the age of onset of L2 exposure. The perception and production of the early learners approximate that of the native speakers in this study. There was no interaction between segment types and their performance. On the other hand, the performance of the late learners exhibited characteristics different from that of the early learners. Their accuracy was lower than that of the early learners in perception and production of lax consonants. Segment type was a factor in their performance, which suggests L1 interference.