영어 이중목적어구문 습득과 어휘제약전이

최영주 ( Young Ju Choi ),최세일 ( Sae Il Choi ) 21세기영어영문학회 2012 영어영문학21 Vol.25 No.4

Through an experiment with adult Koreans learning English as a foreign language, this study gives evidence to the hypothesis that lexical constraints are transferred to interlanguage in learning English double object datives. Previous studies dealing with L2 acquisition of English double object datives largely focus on whether or not L1 transfer occurs at the morphological level. This study attempts to demonstrate that the lexical differences shown in these previous studies reflect the differences in the lexical constraints of Korean and English. For example, observation of the experiment results in Oh & Zubizarreta (2003) reveals there is a lexical difference between whisper and shout. This seems to reflect the grammatical contrast shown in their Korean counterparts when they occur in Korean dative accusative constructions realized as ``-eykey -lul -hata``. Thus the experiment for this study was constructed under the hypothesis that when an adult Korean learns English as a foreign language, L1 transfer occurs at the level of lexicon rather than morphology. The subjects of this experiment were 69 university students majoring in English Language and Literature. They were asked to determine, on a scale of one to five, the grammaticality of twelve sentences, which were divided into four sets of three; sentences that were grammatical in English and Korean, sentences that were grammatical in English but ungrammatical in Korean, sentences that were ungrammatical in English but grammatical in Korean, sentences that were ungrammatical in both English and Korean. However, when the results between sentences that were ungrammatical in English but grammatical in Korean and sentences that were grammatical in English but ungrammatical in Korean are compared, the former has a higher acceptability than the latter, showing that there is a lexical constraint transfer.

The Role of L2 Proficiency on Processing Relative Clauses in Late Learners of English

Namsil Lim 한국중원언어학회 2016 언어학연구 Vol.0 No.38

The purpose of this study was twofold: 1) to investigate whether L2 Korean learners (n = 30) of English would show a similar processing pattern with that of native speakers of English (n = 7), and 2) to examine whether there is any variability between the two different L2 proficiency groups -- highly-advanced (n = 16) vs. intermediate (n = 14) in regard to the effect of L2 proficiency on L2 syntactic processing. For data collection, this study employed a survey questioning the participants’ demographic informations and a self-paced reading task with ambiguous relative clauses. For the research purposes, I compared the performances of the task by the two Korean groups with those by English monolinguals. The results of this study showed that even highly proficient L2 learners are not always processing ambiguous relative sentences similarly to English monolinguals and that they are showing an effect of L1 transfer. Also, L2 proficiency seems to partially play a role on L2 syntactic processing. At the end of this study, were made some significant suggestions for further research.

The Role of L2 Proficiency on Processing Relative Clauses in Late Learners of English

임남실 한국중원언어학회 2016 언어학연구 Vol.0 No.38

The purpose of this study was twofold: 1) to investigate whether L2 Korean learners (n = 30) of English would show a similar processing pattern with that of native speakers of English (n = 7), and 2) to examine whether there is any variability between the two different L2 proficiency groups -- highly-advanced (n = 16) vs. intermediate (n = 14) in regard to the effect of L2 proficiency on L2 syntactic processing. For data collection, this study employed a survey questioning the participants’ demographic informations and a self-paced reading task with ambiguous relative clauses. For the research purposes, I compared the performances of the task by the two Korean groups with those by English monolinguals. The results of this study showed that even highly proficient L2 learners are not always processing ambiguous relative sentences similarly to English monolinguals and that they are showing an effect of L1 transfer. Also, L2 proficiency seems to partially play a role on L2 syntactic processing. At the end of this study, were made some significant suggestions for further research.

서로 다른 열물성을 갖는 두 물체의 과도열전달에 관한 연구 및 응용

김귀택(Gwi Taek Kim),이상욱(Lee Sang Wook),김민수(Min Soo Kim) 대한설비공학회 2018 대한설비공학회 학술발표대회논문집 Vol.2018 No.6

This study investigates the transient heat transfer characteristics of two solid materials with different thermal properties and analyzes the phenomenon applying them to advanced research. Numerical approaches have been attempted to verify the transient heat transfer characteristics of two solid bodies. Several types of syntactic foam materials were manufactured for application studies, and its the thermal properties were evaluated. The possibility of preventing skin burns was confirmed by using the transient heat transfer characteristics of newly made syntactic foam materials. As a result, it was confirmed that the larger the portion of micro hollow particle and thickness of the newly developed syntactic foam, the greater the heat transfer reduction effect. The reason assumes that the relative thermal inertia difference of two objects, which is characteristic of transient heat transfer phenomena can affect the heat transfer decrease.

Transfer of L1 Semantic and Syntactic Information in the Acquisition of L2 Transitive Verbs

( Bokyoung Jung ),( Junkyu Lee ) 서강대학교 언어정보연구소 2016 언어와 정보 사회 Vol.27 No.-

The purpose of this study is to explore how the activated L1 lemma information (the semantic and syntactic information) is transferred to influence L2 lexical use (Jiang 2004). This study accounts for the mediation of L1 lemma information happening to three low-level middle school students compared to adult L2 acquisition process (Jiang 2000; Jiang 2004). To examine the mediation between L1 lemma information and L2 lexical form, the semantic mapping of seventy transitive verbs was associated with L1 lemma information. The analyzed qualitative data suggested that the semantic and syntactic information of L1 lemma supported understanding lexical features of transitive verbs. As a pedagogical implication, the continuous practice in mapping promoted the spontaneous form-meaning connection between L1 and L2.

The Relations between Syntactic Patterns and UG Influence in L2 Learners’ Writing

Eunjeo Kim 한국중원언어학회 2021 언어학연구 Vol.- No.59

The aim of this study is to explore syntactic patterns in L2 students" writing and determine if they are influenced by L2 input, L1 transfer and UG. The analysis is based on a corpus of 95 L2 learners’ writings for their final exam in three grade tiers: A (high), B (mid), and C (low). A one-way MANOVA was conducted to investigate statistically significant differences in five syntactic patterns as previously utilized by Lu (2010) and Casal & Lee (2019). The results indicated that there are variations in complex syntactic patterns. The global dimension, subordinating clausal dimension, and phrasal dimension showed significant differences depending on L2 learners’ writing achievement. For nominal modifiers, there were significant differences in pre-adjective modifiers and possessive noun modifiers. When there was no L1 transfer, the results demonstrated no significant differences between the higher and lower achievement groups although in the higher level, syntactic patterns were more complicated, which is presumably due to UG influence. Implications for EFL writing acquisition are also suggested.

Investigating Syntactic Interference Effects in Neural Language Models for Second Language Acquisition

Keonwoo Koo(Keonwoo Koo),Jaemin Lee(Jaemin Lee),Myung-Kwan Park(Myung-Kwan Park) 한국영어학학회 2024 영어학연구 Vol.30 No.1

This paper explores the intricate dynamics of cross-linguistic transfer in second language acquisition (SLA) research, investigating how the linguistic structure of a native language influences the acquisition of a second language. The study employs transfer learning as a methodology, using the Transformer-based language model, BabyRoberta. The model undergoes pre-training on Korean as the first language (L1) and subsequent fine-tuning with English as the second language (L2). Evaluation involves the BLiMP test suite, a benchmark for assessing syntactic abilities in neural language models. The primary focus is on unraveling transfer effects originating from the native language’s linguistic structure. By examining the model’s performance on syntactic tasks, particularly in the context of English, the research aims to provide insights into how neural language models encode abstract syntactic structures, incorporating inductive biases acquired during pre-training on Korean. This approach not only contributes to the understanding of cross-linguistic influences in SLA but also tries figure interplay between native and second languages within neural language models.

의미적, 통사적 요소의 언어 간 전이

정보경(Jung Bo kyoung),이준규(Lee Jun kyu) 한국외국어대학교 영미연구소 2016 영미연구 Vol.37 No.-

본 연구는 모국어 정보에서, 특히 의미적, 통사적 요소를 영어의 용법으로 전이하는 과정에 초점이 있다. 학습자들의 모국어 정보가 영어 동사에 입력되면서, 제2외국어의 형식이 학습자들의 모국어 어휘에서 전이된 의미적, 통사적 정보와 결합하는 현 상이 발생한다. 한국어와 영어 동사 간 형식-의미 구조 형성과정을 알아보기 위해, 영어 어휘의 모국어 번역을 구조도 활동 중에 학습자들에게 제시했다. 그에 따라, 학습자들은 모국어 번역을 쉽게 받아들이고 번역을 이용하여 다른 종류의 영어 동사와 관련된 모국어 지식을 활성화시켰다. 구조도 활동의 결과를 통하여 모국어 의미적, 통사적 정보 전이과정을 제시할 수 있었다. 실험 참여자들은 동사와 보어의 문장 안에서 의미 역할을 이해하기 위해 모국어 정보를 활용할 수 있었다. 하지만 문장 안에서 보어의 위치를 이해하고 모국어 정보를 영어의 용법에 맞게 전이하는데 시간이 소요되었다. 정보를 전이하는 과정에서, 모국어 정보가 잘못된 영향을 끼치기도 했다. 사후 시험결과, 학습자들은 대부분의 경우 모국어 정보를 동사의 의미적, 통사적 요소와 연결할 수 있었다. 교육학적 영향으로, 올바른 수정과 피드백은 모국어와 제 2외국어 형식-의미 구조 형성을 개선한다고 말할 수 있다. This study investigates the transfer of L1 information, especially semantic and syntactic information, into English specific usage. As learners’ L1 information is mapped onto English verbs, L2 forms are integrated with the semantic and syntacticinformation transferred from L1 lexical entries. To examine into the form-meaning mapping between Korean and English verbs, L1 translations corresponding to L2 words were provided during the mapping activities. Accordingly, learners easily adopted L1 translations and activated their L1 information to link with different types of English verbs. The outcome of the mapping activities might account for the process of transferring the semantic and syntactic information of L1. Participants benefited from their L1 information to understand the semantic role of verbs and their complements. The result of the post-tests suggested that learners mostly could connect L1 information with the semantic and syntactic feature of verbs. As a pedagogical implication, the corrective specification and feedback enhanced the form-meaning mapping between L1 and L2.

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.

Transfer of L1 Semantic and Syntactic Information in the Acquisition of L2 Transitive Verbs

정보경,이준규 서강대학교 언어정보연구소 2016 언어와 정보 사회 Vol.27 No.-

The purpose of this study is to explore how the activated L1 lemma information (the semantic and syntactic information) is transferred to influence L2 lexical use (Jiang 2004). This study accounts for the mediation of L1 lemma information happening to three low-level middle school students compared to adult L2 acquisition process (Jiang 2000; Jiang 2004). To examine the mediation between L1 lemma information and L2 lexical form, the semantic mapping of seventy transitive verbs was associated with L1 lemma information. The analyzed qualitative data suggested that the semantic and syntactic information of L1 lemma supported understanding lexical features of transitive verbs. As a pedagogical implication, the continuous practice in mapping promoted the spontaneous form-meaning connection between L1 and L2.