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An Application of the Subset Theory to Korean Students' Interpretation of English Reflexives
Lee, Haemoon 이화여자대학교 영미학연구소 2001 영어학 연구 Vol.- No.6
From the pilot study conducted with anaphor binding, university freshmen marked 78% of local binding with tensed embedded clauses (Type 1) even with their L1's contrasting grammar, while marking low percentage with noun phrases with subjects(Type 2). This led us to the assumption that Wexler's subset theory could be right at least with the first type of sentences and so it motivated an extensive experiment across three groups of different levels., The finding from the extensive experiment was against the expectation from the subset theory in two ways. First, developmental pattern of increasing percentage of local binding in Type 1 is against subset theory and second, the unchanging chance level of Type 2 is also against it. As for Type 1, an additional variable, learning environment of L2 acquisition, was considered as an effort to preserve subset theory with a tentative conclusion that subset theory - and UG - works on condition that learners are exposed to the natural environment, confirmation of which requires further studies. Except for this possibility, the subset theory was weakened or irrelevant to second language acquisition. Therefore, second language learning was left to be explained by interaction of a few aspects as suggested by Gass(1989), such as structural UG, cognitive universals and typological universals.
An Analysis of an Extended Repair Sequence in a Native and a Non-native Speaker Interaction
Lee, Haemoon 이화여자대학교 영미학연구소 2002 영어학 연구 Vol.- No.7
This paper examines a particularly long repair sequence that occurred in the interaction between a native and a non-native speaker of English. The three major approaches of discourse, ethnomethodology, speech act theory, and the interactional sociolinguistics were applied in explaining the underlying problem in such a long but unsuccessful repair sequence. The results show that the interactional sociolinguistics can best explains the reasons for the failure through the contextualization cues of misunderstanding and the requests for clarification that are culturally clashing in two cultures.
Four Korean Children's Stories Compared with Labov's Narrative Structure
Lee, Haemoon 이화여자대학교 영미학연구소 2000 영어학 연구 Vol.- No.5
Eight spoken stories elicited from four Korean children under ten were examined by Labov's analysis of narratives. The present study shows that Labov's analysis does not completely fit into these children's "story" in two ways: first, children's stories were more than two types of narratives that Labov proposed and accordingly with different structures. Second, unlike Labov's proposal, children's stories do not necessarily have narrative clauses all the time, but depending on the type of stories, children produced more evaluative clauses or narrative clauses. Also, the oldest child in the study, a nine-year-old, seemed to be able to play with the narrative structure for the present on-going event and it was explained as that she has mastered the structure of narrative.
The Repetitions in the Teacher-reaction in Two Social Study Classes
Lee, Haemoon 이화영어학회 1999 영어학 연구 Vol.- No.4
In oral discourse, repetition is used for various functions: clarification requests, corrective recasts, endorsement of the previous utterance, topic continuation, and etc. In a classroom setting, where teacher-students interactions are criticized as being locked in a three-step interaction - question, answer and feedback - repetitions were found to be used as a way out from this unbalanced one-way interaction model. The effects of the teachers' strategy of repeating students' utterances were examined in two social study classes: the third grade of elementary school and a highschool class. Repetitions were used more often by the third grade teacher than by the highschool teacher though in both classes, it was used for all three types of teacher reaction: positive reaction, negative reaction and clarification requests. A closer examination showed that two teachers' strategies were different in using repetition: In the elementary school class, repetition functioned for promoting the students' understanding of the class content by acknowledging and respecting the students current level of cognitive understanding; In the high school class, repetition functioned for leading the students to further discussion starting from where the students are.
The Effects of Interlocutor Type on Learners’ Output Production
Haemoon Lee,Kyungjin Joo,Jungwon Moon,Yunsun Hong 한국응용언어학회 2006 응용 언어학 Vol.22 No.2
The three types of interlocutors in Korean EFL setting were examined in a controlled information gap task in their effects on the learners’ output performance in terms of complexity, accuracy and fluency. 24 women’s university students and the 4 English instructors participated to form 24 dyads and their interaction was audio-taped and transcribed. The results show that the NNS teachers promoted both complexity and accuracy of the learners’ output significantly more than the other types of interlocutors. The NS teachers promoted fluency only more than the NNS peers whereas the NNS peers promoted none of the three features of learner output in comparison to other interlocutor types. The closer examination of the interaction suggests that the NS teachers were less responsive to the learners than the NNS teachers or peers, and the results of this study are in the same line with that of Doughty (1996) and other researchers (Arva & Medgyes, 2000; Milambiling, 1999). NNS peers’ co-constructing pattern and their significantly more replacements than with the other type of interlocutors were also proposed as the potential benefit of NNS peer interlocutors.
The Effects of Repeated Oral Summarization on the Learners’ IL Performance and Summary Quality
Haemoon Lee,Heesoo Park,Yousook Yoon 한국응용언어학회 2007 응용 언어학 Vol.23 No.2
The present study examined the effect of repeated oral summary of written texts on the three aspects of interlanguage performance and the summary quality. Six university students summarized the two types of text, argumentative and expository, to three different hearers in dyads repeatedly. The argumentative text was assumed to be cognitively more demanding in its content with more causal reasoning than the expository text and so was expected to elicit more complex language along with more accurate language, according to Robinson’s (2007) cognition hypothesis. On the other hand, task repetition was hypothesized to improve complexity, accuracy and fluency of interlanguage performance by reducing the cognitive load for message generation in particular. Findings are (1) argumentative text resulted in more complex IL but expository text resulted in more accurate IL, without difference in fluency, (2) task repetition resulted in higher fluency in both texts, and (3) summary quality did not change by text type or repetition. Results partly support Robinson (2007) and partly support Skehan (1998, 2007). Simultaneous development of three aspects of IL seems improbable through the present study.