• 한국어교육
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• 제29권3호
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• pp.145-163
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• 2018

The purpose of this study was to identify the necessity of research for increasing French language learners and to examine their use of listening strategies according to their proficiency as a basic study for their continuous learning and communication skills. In the case of French language Korean learners, both the beginner and intermediate learners used the upper cognitive strategy most frequently. However, the cognitive strategy, which has been mentioned as a frequently used strategy in previous studies, was found to be the least used in this study. This finding can be attributed to differences in mores and mastery of prior studies and research subjects. The cognitive strategy was lower in both the beginner and intermediate levels, but the level of use increased significantly in the intermediate level compared to the beginner level, showing only statistically significant differences in the usage patterns according to the proficiency level among the four listening strategies.

• 비교문화연구
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• 제22권
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• pp.303-327
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• 2011

This study aims to uncover the learner's language proficiency shown in the writing data of Chinese elementary/intermediate level learners. Language proficiency of the learners acquired by error analysis provides only partial information, and thus this study analyses the interlanguage of Korean learners in terms of 'Mean Length of Utterance, MLU' to discover the overall aspect of learner's language proficiency more symmetrically. The analysis of vocabulary area is to be enforced after generally studying the learner's language development aspect in accordance with MLU-m(orpheme) and MLU-(w)ord found in compositions by Chinese speaking Korean language learners. In terms of MLU, it has been slightly increased as the level of proficiency between elementary level and intermediate level learners; however, the morpheme seemed to be difficult to use, since the difference between Chinese learners and Korean university students has been notably shown. Vocabulary diversity, using aspect for each word class, and using aspect of the predicate are studied for vocabulary area; more various and numerous vocabulary tend to be used as the level of proficiency increases. In terms of predicate use, Chinese learners use less numerous vocabulary types.

• 영어어문교육
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• 제13권4호
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• pp.109-126
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• 2007

English article has been considered as one of the most difficult areas to learn among ESL/EFL students. The current paper reviews English learners' article error patterns as well as pedagogy in order to teach English articles and to minimize learning difficulties on English articles. Different pedagogy for English articles on the basis of learners' proficiency levels are suggested as each proficiency level student shows a different error tendency; beginning level language learners used the zero article with the most facility while intermediate level language learners used the definite article the most accurately. However, studies about high advanced level learners' error patterns present that these high accuracy rates among beginning level students might be a result of students' plain guessing. Considering these error patterns, pedagogy for advanced level is also suggested.

• 아시아태평양코퍼스연구
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• 제4권2호
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• pp.1-39
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• 2023

Recent research in usage-based Second Language Acquisition has provided new insights into second language (L2) learners' development of formulaic language (Wulff, 2019). The current study examines the use of phrase-frames, which are recurring sequences of words including one or more variable slots (e.g., it is * that), in written and oral production data from Asian learners of English across four proficiency levels (beginner, low-intermediate, high-intermediate, advanced) and native English speakers. The variability, predictability, and discourse functions of the most frequent 4-word phrase-frames from the written essay and spoken dialogue sub-corpora of the International Corpus Network of Asian Learners of English (ICNALE) were analyzed and then compared across groups and modes. The results revealed that while learners' phrase-frames in writing became more variable and unpredictable as proficiency increased, no clear developmental patterns were found in speaking, although all groups used more fixed and predictable phrase-frames than the reference group. Further, no developmental trajectories in the functions of the most frequent phrase-frames were found in both modes. Additionally, lower-level learners and the reference group used more variable phrase-frames in speaking, whereas advanced-level learners showed more variability in writing. This study contributes to a better understanding of the development of L2 phraseological competence.

• 영어어문교육
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• 제16권1호
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• pp.41-59
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• 2009

The present study investigated Korean learners' knowledge on the range of possible interpretations of English locative PPs with manner of motion verbs, and considers whether learners can arrive at a superset L2 grammar on the basis of positive L2 input. Unlike Korean, some English locative PPs occurring with manner of motion verbs (such as in John jumped on the bed) are ambiguous as they can be interpreted as either directional or locational. Thirty Korean learners of English in three distinct groups (Advanced EFL-only group; Intermediate-EFL-only group; and ESL-experienced group) participated in an experimental study, along with a control group of nine native speakers of English. The results of the study showed that I) Korean learners, overall, tended to interpret English locative PPs as only locational, failing to recognize the ambiguity between the directional and locational readings in the target structure; 2) For the learners who experienced only the EFL context, even highly proficient learners, as well as intermediate level learners, failed to acknowledge the ambiguity; 3) The learners who experienced the ESL context for an extended period of time could identify the target reading to some extent, although they still could not reach the native-like competence. From these results, it is argued that robustness of positive evidence, not simply its availability, is critical in the acquisition of the superset L2 targets like the present one.

• 한국영어학회지:영어학
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• 제2권3호
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• pp.305-327
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• 2002

This paper is in line with the attempts to examine two assumptions implied about the role of Universal Grammar (UC) in nonnative language acquisition: Are the EFL learners at disadvantage in acquiring UC-driven knowledge? Are there critical period effects in EFL learning? Based on the research with the seven studies of ESL and EFL adult learners performance on the Subjacency violation sentences, the paper investigates the extent to which the EFL adult learners can attain UG-driven knowledge represented by the Subjacency Principle. It also makes comparison of the EFL learners level of access to UG with that of their counterparts, the ESL learners. The research findings suggests that the EFL environment doesn't prevent the learners from acquiring target grammar in UG domain. That is, the current paper strongly suggests that the EFL adult-learners be able to acquire UG-driven knowledge to a considerable extent, at least as high as the ESL adult learners can attain. For the interpretation of the research results of the seven studies, Constructionist Hypothesis (CH) supported by a Minimalist Program (MP) assumption is employed. CH seems more plausible to account not only for incomplete acquisition observed among the beginning and intermediate level learners but also for the native-like competence acquired by advanced level L2 learners.

• 말소리와 음성과학
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• 제3권1호
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• pp.77-83
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• 2011

The present study reports the results of an acoustic study of nasal assimilation at word boundaries in Chinese-Korean interlanguage. Twelve Chinese learners of Korean and four Korean native speakers recorded obstruent#nasal sequences in noun compounds and verb phrases, and their different production patterns were examined in detail. While nasalization of the word-final obstruents occurred only in 11.7% of the obstruent#nasal sequences for the Chinese learners, the Korean native speakers showed complete nasalization of those sequences. However, there was small, but consistent effect of learning on the production of external sandhi in L2, because there were shown to be differences in the rate of nasalization between the two proficiency groups of Chinese participants. On average, the intermediate level learners nasalized the target stops at the rate of 16%, and the beginning level learners showed the 7% nasalization rate. In addition, it was found that the context difference such as noun compounds versus verb phrases does not influence the nasalization pattern across word boundaries.

• 한국어학
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• 제63권
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• pp.103-132
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• 2014

This study compares various speech rates of Korean learners with those of native Korean. Speech data were collected from 34 native Koreans and 33 Korean learners (19 Chinese and 14 Japanese). Each participant recorded a 9 syllabled Korean sentence at three different speech rate types. A total of 603 speech samples were analyzed by speech rate types (normal, slow, and fast), native languages (Korean, Chinese, Japanese), and learners' proficiency levels (beginner, intermediate, and advanced). We found that learners' L1 background plays a role in categorizing different speech rates in the L2 (Korean), and also that the leaners' proficiency correlates with the increase of speaking rate regardless of speech rate categories. More importantly, faster speech rate values found in the advanced level of learners do not necessarily match to the native speakers' speech rate categories. This means that learning speech rate categories can be more complex than we think of proficiency or fluency. That is, speech rate categories may not be acquired automatically during the course of second language learning, and implicit or explicit exposures to various rate types are necessary for second language learners to acquire a high level of communicative skills including speech rate variation. This paper discusses several pedagogical implications in terms of teaching pronunciation to second language learners.

• 말소리와 음성과학
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• 제8권1호
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• pp.53-62
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• 2016

In this study, we examined whether Chinese learners of Korean can correctly produce the phonological process on the lexical and post-lexical level. For this purpose 4 Korean native speakers and 10 advanced and 10 intermediate Chinese learners of Korean participated in the production test. The materials analyzed constituted 10 Korean sentences in which nasalization can be applied on the syllable boundary, word boundary(w-boundary) as well as accentual phrase boundary(AP-boundary). The results show that for Korean speakers, nasalization was applied 100% at all level whereas for Chinese speakers, the rate of application of nasalization is different according to prosodic constituents and Korean proficiency. Nasalization was more frequently applied at the lexical level than the post-lexical level, and it is more frequent in the w-boundary conditions than in the AP-boundary conditions. However, the rate of nasalization in the w-boundary is close to the lexical level. The pronunciation errors were committed either as non application of nasalization or coda obstruent ommission. In the case of non application of nasalization, Chinese learners of Korean produced the target syllables as underling forms, which were not transformed as surface forms. In addition, we can observe the ommission of coda obstruents in 'lenis obstruents+nasal sound' sequences. As a result, nasalization is blocked by this omission.

• International Journal of Computer Science & Network Security
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• 제22권5호
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• pp.266-276
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• 2022

The study aimed to pinpoint the effects of an educational environment based on gamification on developing achievement motivation among first-grade intermediate students. Using an achievement motivation scale, the study adopted a quasi-experimental design with experimental and control groups. The sample consisted of 52 students selected randomly from the first-grade intermediate students. They were studying in public intermediate schools in Jeddah at the time of this study. They were divided into two groups. The control group (n=24 respondent), and the experimental group (n=28 respondent). The results showed statistically significant differences at the level α ≥ 0.05 between the mean scores of the experimental group and the control group in the posttest of the achievement motivation measurement in favor of the experimental group. The study recommended using gamification in designing computer curricula and courses across educational stages in Saudi Arabia. It also recommends training the computer and information technology teachers on using gamification in their teaching.