• Title/Summary/Keyword: Korean Language Acquisition

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Noun versus Verb Bias Revisited

  • ChangSong, You-kyung;Pae, So-Yeong
    • Speech Sciences
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    • v.10 no.1
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    • pp.131-141
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    • 2003

  • Recently, researchers have been debating whether Korean children exhibit a verb bias or not. Since verbs are perceptually and structurally more salient in Korean language, it has been questioned whether these differences in the Korean make a difference in the pattern of noun and verb acquisition of Korean children. Although language structures may vary between Korean and English, universal cognitive constraints play an important role in early vocabulary acquisition. Several recent studies have examined the noun and verb acquisition of Korean children. However, their conclusions regarding the noun versus verb bias have still been inconclusive. In this paper, previous studies investigating Korean children's noun versus verb bias are examined. Methodological issues are mentioned and results were reinterpreted as favoring the noun bias for one-year-old Korean children.

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Automatic Acquisition of Lexical-Functional Grammar Resources from a Japanese Dependency Corpus

  • Oya, Masanori;Genabith, Josef Van
    • Proceedings of the Korean Society for Language and Information Conference
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    • 2007.11a
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    • pp.375-384
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    • 2007

  • This paper describes a method for automatic acquisition of wide-coverage treebank-based deep linguistic resources for Japanese, as part of a project on treebank-based induction of multilingual resources in the framework of Lexical-Functional Grammar (LFG). We automatically annotate LFG f-structure functional equations (i.e. labelled dependencies) to the Kyoto Text Corpus version 4.0 (KTC4) (Kurohashi and Nagao 1997) and the output of of Kurohashi-Nagao Parser (KNP) (Kurohashi and Nagao 1998), a dependency parser for Japanese. The original KTC4 and KNP provide unlabelled dependencies. Our method also includes zero pronoun identification. The performance of the f-structure annotation algorithm with zero-pronoun identification for KTC4 is evaluated against a manually-corrected Gold Standard of 500 sentences randomly chosen from KTC4 and results in a pred-only dependency f-score of 94.72%. The parsing experiments on KNP output yield a pred-only dependency f-score of 82.08%.

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Representations and Responsibilities

  • Smith, Neil
    • Korean Journal of English Language and Linguistics
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    • v.3 no.4
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    • pp.527-545
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    • 2003

  • I look at the respective responsibilities of different components of the language faculty in the description of two radically different kinds of linguistic phenomenon. The first is the production/perception mismatch in the child's acquisition of the phonology of its first language. There is strong evidence that the child's lexical representations are the same as the adult's, but I argue that the child's own pronunciations, have no linguistic status and are best treated as the product of a neural network. The second is the nature of compositionality, where I argue that compositionality in Natural Language is derivative from that in the Language of Thought. With this assumption and using evidence from quantification in ‘backward control’ structures, I argue that chain theory is intrinsically inimical to a simple view of the legibility relation between LF and LoT.

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A Study on the Phonetic Discrimination and Acquisition Ability of Korean Language Learners (한국어 학습자의 음성 변별 능력과 음운 습득 능력의 상관성에 관한 연구)

  • Jung, Mi-Ji;Kwon, Sung-Mi
    • Phonetics and Speech Sciences
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    • v.2 no.1
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    • pp.23-32
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    • 2010

  • This study aimed at discovering whether Korean language learners who had never been exposed to Korean phones before could distinguish Korean phones and whether learners who had comparatively better ability of identifying phonetic differences displayed a better result in acquiring Korean phonemes. The study conducted two experiments on 25 learners. In Experiment I, an oddball test (ABX) was performed to investigate the learners' ability to discriminate Korean phones on the first day of the course. In Experiment II, an identification test was administered to analyze the ability of identifying Korean phones on the same learners after three weeks of language instruction. The results revealed that the true-beginner learners demonstrated different phonetic discrimination abilities, but these abilities did not seem to correlate with the rate of acquisition.

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The Influence of Korean Chinese Students' Sense of Cultural Identity on Second Language Acquisition -Mediating Effect of Learning Motivation and Learning Strategies- (재한 중국유학생의 문화정체감이 제2언어 습득에 미치는 영향 -학습동기와 학습전략의 매개효과-)

  • Gong Ruoning;Cho, Mi Young
    • The Journal of the Convergence on Culture Technology
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    • v.10 no.3
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    • pp.749-761
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    • 2024

  • The purpose of this study analyzes the cultural identity, learning motivation, learning strategies, and second language acquisition trends of Chinese students living in Korea to reveal the structural relationship between these four variables, thereby revealing the cultural identity, learning motivation, and learning strategies of international students in the Korean language learning process. The purpose is to provide basic data to promote . This study verified reliability and validity through a preliminary survey targeting 200 people. This survey was conducted on 1,006 Chinese students studying abroad at six universities in Seoul, Gyeonggi-do, Busan, and Chungcheong-do from May 28 to June 15, 2023. As a result of the study, first, the structural relationship between variables was that cultural identity had a positive effect on learning motivation, learning strategies, and second language acquisition. Second, learning motivation had a positive (+) effect on learning strategies and second language acquisition. Third, learning strategies had a positive (+) (+) effect on second language acquisition. Fourth, learning motivation and learning strategy between cultural identity and learning strategy were found to play a positive (+) mediating role and multiple mediating roles. Therefore, in order to promote international students' cultural identity, learning motivation, and learning strategies in the Korean language learning process, it is necessary to increase opportunities for international students to directly experience the formation of cultural identity and to organize and teach a multifaceted curriculum centered on practice.

  • https://doi.org/10.17703/JCCT.2024.10.3.749 인용 PDF