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The Impact of English Language Learning on the Acquisition of Native Language among Korean Children
Jeongsoon Joh,HyunSook Ko,Injae Lim,Shinsook Lee 한국응용언어학회 2010 응용 언어학 Vol.26 No.3
The current study intended to explore how English learning affects young Korean learners’ acquisition of their L1. Three groups of young learners different in terms of English learning context participated in the study: EFL, Immersion, and ESL. In order to investigate the possible effects of L2 learning on L1 acquisition among Korean children, their acquisition of phonological processes, lexico-grammatical knowledge, and reading comprehension at discourse level were examined. The results showed that the impact of L2 learning varied across the areas of L1 acquisition, with the most clear-cut difference among groups in lexico-grammatical knowledge. The EFL and immersion children were found largely comparable in their L1 phonological development and reading comprehension. The findings from this study partly supported, but raised questions at the same time about, claims made in previous studies, implying that the impact of L2 learning on L1 acquisition could vary depending on specific contexts of L2 learning to which learners are exposed and the linguistic similarities between the two languages involved.
Re-examining the Relationship between Strategy Use and L2 Reading Performance
Jeongsoon Joh 한국응용언어학회 2013 응용 언어학 Vol.29 No.1
The purpose of this study is to more precisely examine the relationship between strategy use and reading performance in L2 by taking into account the possible variation in the relationship according to the manner of eliciting strategy use and the type of reading performance observed. Thirty three students majoring in education participated in the study. Strategy use was elicited by three different measures - survey (administered without a text to read), think-aloud (while reading a text), and check-list (after reading the text). Two different types of task were used as the measure of reading performance - a reading comprehension test and a summarization task. The results showed that there was considerable variation in the relationships between reading strategy use and reading performance depending on the elicitation method, that there were specific strategy categories which better explained the performance in a certain type of reading performance, and that frequent use of certain strategies even could be detrimental in reading performance. Implications for both L2 reading instruction and reading research were stated along with limitations of the current study.
Interplay of Working Memory, Strategy Use, and Task Difficulty in L2 Reading Comprehension
Jeongsoon Joh 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.4
In pursuit of the precise mechanism by which working memory (WM) functions in second language (L2) reading comprehension (RC), the current study examined whether strategy use or task difficulty influences the role of WM in L2 RC. Eighty Korean adult EFL learners participated, and their WM capacity, RC performance, and strategy use were measured. The variable of task difficulty was operationalized by the relative difficulty of texts on which RC items were based. The results showed that difference in strategy use brought about significant difference in RC performance when the readers with insufficient WM capacity had to comprehend difficult texts, whereas no such difference was found with easier texts or among L2 readers with more WM capacity. These findings not only illustrate intricate interrelationships among WM and other variables in L2 RC, but also provide a noteworthy implication for L2 reading instruction that L2 learners with deficient WM capacity could benefit from active strategy use when faced with a difficult L2 reading task. The compensatory role of strategy and the necessity of remedial strategy training for the learners with limited WM is further implicated for L2 reading classrooms.