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- 주제어 : Cumulative Enhancement Model (검색결과 3 건)
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L1, L2의 역할이 제3언어인 영어 학습에 미치는 영향
박유순(Park, Yu-soon) 한국영어독서교육학회 2017 ENGLISH READING AND TEACHING Vol.2 No.1
In this study, the investigation of third language (L3) acquisition by Foreign-born Youth, accompanied by their mothers from China will be addressed. Their first language (L1) is Chinese and I insist that second language (L2) is Korean and third language (L3) is English. Two groups of participants will be tested on four syntactic features: word orders, relative clauses, wh-movements and quantifiers. The results will be compared with three hypotheses: the Cumulative Enhancement Model (CEM), the Typological Primacy Model (TPM) and the L2 Status Model. CEM argues that the L1 does not play a privileged role in subsequent acquisition and can determine grammatical properties of all prior languages known potentially subsequent patterns. TPM is consistent with CEM but is different. TPM maintains that language acquisition can be appreciated as a cumulative and selective process which operate under the principles of universal economy. However, L2 status factor indicates that syntactic structures are more easily transferred from L2 than from L1 in the initial state of L3 acquisition. The ongoing study has not yet been tested based on the theories that have been reviewed above, but it is now scheduled to have tests conducted on transfer of L3 acquisition. I will examine whether the results of these experiments match the main theories and then prove the theories so far stated in this paper. These works will be complemented by more studies of Foreign-born Youth in countries including: the Philippines, Japan, Russia and Kazakhstan.
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L1, L2의 역할이 제3언어인 영어 학습에 미치는 영향
박유순(Park, Yu-soon) 융합영어영문학회 2017 융합영어영문학(구.English Reading and Teaching) Vol.2 No.1
In this study, the investigation of third language (L3) acquisition by Foreign-born Youth, accompanied by their mothers from China will be addressed. Their first language (L1) is Chinese and I insist that second language (L2) is Korean and third language (L3) is English. Two groups of participants will be tested on four syntactic features: word orders, relative clauses, wh-movements and quantifiers. The results will be compared with three hypotheses: the Cumulative Enhancement Model (CEM), the Typological Primacy Model (TPM) and the L2 Status Model. CEM argues that the L1 does not play a privileged role in subsequent acquisition and can determine grammatical properties of all prior languages known potentially subsequent patterns. TPM is consistent with CEM but is different. TPM maintains that language acquisition can be appreciated as a cumulative and selective process which operate under the principles of universal economy. However, L2 status factor indicates that syntactic structures are more easily transferred from L2 than from L1 in the initial state of L3 acquisition. The ongoing study has not yet been tested based on the theories that have been reviewed above, but it is now scheduled to have tests conducted on transfer of L3 acquisition. I will examine whether the results of these experiments match the main theories and then prove the theories so far stated in this paper. These works will be complemented by more studies of Foreign-born Youth in countries including: the Philippines, Japan, Russia and Kazakhstan.
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유형론적으로 유사한 제2언어의 선행 학습경험이 제3언어로서의 한국어 습득에 미치는 효과 연구
조재현 ( Jaehyun Jo ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2011 언어사실과 관점 Vol.27 No.-
In this study the author conducted an experimental test of adult third language (L3) acquisition whose results provide concrete and clear evidence for the Cumulative Enhancement Model (CEM; Flynn, Foley and Vinnitskaya, 2004). The main research questions examined in the present study were as follows: (1) whether L1 or L2 has a privileged role in L3 acquisition as to syntactic transfer, (2) what particular categories of the syntactic knowledge in Korean were acquired most and least easily by those with previous experience; (3) if age factor matters with respect to syntactic transfer in L3 acquisition, and lastly, (4) whether syntactic transfer is limited only to the initial state of L3 acquisition. The current study reports data from three experimental groups as follows: (Group A) L1 English/L2 Korean, (Group B) L1 English/L2 Japanese/L3 Korean, (Group C) L1 Japanese/L2 English/L3 Korean. All subjects were tested on their knowledge of 6 different types of syntactic categories (10 subcategories) of Korean by the elicited imitation methodology (Lust, Chien and Flynn, 1987; Lust, Flynn and Foley, 1996) with Korean sentences of varying types.
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