• Asia Pacific Journal of Corpus Research
• /
• v.1 no.2
• /
• pp.15-26
• /
• 2020

This corpus-based study investigated third language acquisition by Taiwanese college students in learning Spanish clitic pronouns at beginning and intermediate levels. It examined the acquisition sequences of Spanish clitic pronouns of the Chinese-speaking learners whose second language was English and third language was Spanish. The results indicated that indirect object pronouns (OP) preceded direct OP (case), first person preceded third person OP (person), masculine preceded feminine OP (gender), and animate preceded inanimate OP (animacy). The findings presented similar patterns as those of previous studies on English-speaking learners of Spanish. In further comparisons of the target forms in Chinese, English, and Spanish, the results suggested that L1 Chinese had strong influence on L3 Spanish, which accounts for the challenges that Taiwanese learners of Spanish face as they learn the Spanish clitic pronouns in the beginning stage.

• International Journal of Advanced Culture Technology
• /
• v.7 no.2
• /
• pp.179-187
• /
• 2019

As the globalization process progresses more rapidly and widely, there has been a ever-growing demand for multilingual learning. Compared with the study of Second Language Acquisition, studies on the Third Language and even Multilingual Acquisition have attracted a relatively poor attention. At the same time, considering current educational environments for ethnic colleges and universities, the effects of college English teaching for minority students can be said to have been 'generally poor.' In this situation, when we try to find ways to improve college English studies for minority students most of whom already can speak two languages or even more, it would not be the best idea to keep following the experiences of traditional Second Language Acquisition. It is necessary first to find out whether there are positive or negative effects in acquiring multiple languages, and then to conduct a profound research on L3 (third language and even multilingual) Acquisition in order to employ more efficient teaching methods for multilingual learners. After conducting a Japanese-teaching experiment on two groups of learners with mono-lingual and bilingual backgrounds, it has been found that there is a positive transfer between different languages. In this paper, following the recent research findings on Language teaching for multilingual learners, I try to show with further supports that when it comes to language education for learners with multilingual backgrounds, we should focus on the advantages they may earn in order to conduct more effective language acquisition.

• Korean Institute of Interior Design Journal
• /
• v.20 no.6
• /
• pp.183-191
• /
• 2011

This study is to set up the appropriate range of observation time through contemplating the characteristics of observation time run for the information acquisition of space. The conclusions reached through this study are as the followings. First, this study could find out that even though the evaluation elements on the three types for image evaluation were the same, the information acquisitions were different as those types varied. On the other hand, the change of the average run-time by type for the information acquisition was found not to be big, in other words, even though the run-time was alike, the information acquisitions varied depending on the type. Second, he evaluation by language media showed the average value by element had the order of [shape>position>number>existence] and the range of their run-time was 94.6~102.9 seconds. The average rate of information acquisition shown at the visual media had the order of [composition>shape>material&color] and the range of run-time was 93.1~99.7 seconds. Third, the evaluation by language media showed that for male subjects the range of information acquisition rate was 39.1~91.4% and that of run-time 85.1~106.0 seconds and for female ones 46.0~94.6% and 96.3~112.3 seconds respectively. In case of the visual media, male subjects showed the range of information acquisition rate was 40.3-66.7% and the range of run-time 82.4~97.9 seconds and the female ones, 42.2~71.0% and 94.0~115.1 seconds respectively, through which we could see that at the evaluation by language media and visual media both the female's range of information acquisition and that of observation time were higher than the male's.

• English Language & Literature Teaching
• /
• no.5
• /
• pp.219-247
• /
• 1999

The purpose of this paper is to examine how Korean learners of English reset the "prodrop" parameter of Korean into "non-prodrop" parameter of English in the process of English acquisition. An experiment was conducted to 45 Korean learners of English on the prodrop phenomenon, namely on the null referential or null nonreferential subject, and subject-verb agreement by way of grammatical judgment. The results of the experiment are as follows: First, L2 learners follow the parameter of L1, and then reset the parameter of L2 regardless of the parameter of L1 as their L2 abilities advance. Thus, this study provides further support for the hypothesis that universal grammar is available via L1. Second, the referential subject is, at first, easier to acquire than nonreferential subject, and the triggering fact for the switch from [+prodrop] to [-prodrop] was the use of nonreferential subjects. Third, 3rd person agreement has no connection with the acquisition of the prodrop parameter as a result of subject-verb agreement. Therefore, these results indicate that verb agreement is not a trigger for the recognition of the obligatory subject.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.3
• /
• pp.749-761
• /
• 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.

• Korean Journal of Cognitive Science
• /
• v.15 no.1
• /
• pp.1-11
• /
• 2004

The aim of this study is to reveal the order and the age of mastery of phonemic contrast in vowel sounds of Korean. For this purpose, we made an observation of the correspondences between the sounds produced by children of 12-35 months and the target sounds produced by adults. The provisional order and the age of contrast acquisition shown from the results of this study are as follows. First, the differential production of vowels by the feature relating to the body of the tongue precedes the differential production of vowels by the feature relating to the lip rounding. Second, as for the differential production of vowels by the feature relating to the body of the tongue, the contrast between the low vowels and the others is accomplished first, and the contrast between the high and low vowels and the contrast between the front and the back vowels are established around the age of 24 months. Third, as for the differential production of vowels by the feature relating to the lip rounding, the contrast between the rounded and the unrounded vowel is not accomplished until 36 months. Finally, we observed, prior to the completion of the differential production of phonemes, children use a specific phoneme excessively. This passing phrase could be interpreted as a result of over-application of a distinctive feature in the course of acquisition of it.

• Cross-Cultural Studies
• /
• v.32
• /
• pp.133-166
• /
• 2013

Using the observation technique and in-depth interview, the current study compared various aspects of multicultural education between Korea and Canada and suggested the direction Korea's multicultural education needs to take. As a part of class curriculum, the researcher interviewed the representative of Ansan Foreign Center (AFC) and the president of the Kosian's House, a NGO for multicultural educations. The observations and experiences of the researcher were also used in this study. The results of the current study are as follows. First, multicultural education is provided for the minority group in Korea, whereas multiculturalism is included and taught for every student in Canada. In addition, the current multicultural education of Korea focuses on language and culture acquisition to help the students to adjust. Canada, on the other hand, focuses on accepting other cultures and ethnic equality, creating both identities as their ethnic origin and as Canadians. Second, in language educations, both countries had students enrolled in lower school years than their age. However, the differences occurred in terms of emotional support and availability of expert teachers. Third, comparing teacher's attitude towards multicultural education, Korean teachers were not free from perceiving the multicultural student as 'different', whereas Canadian teachers have been taught since little to consider multicultural students as Canadians, but accept their ethnic backgrounds. Based on the results, the current study suggested multicultural education program for the majority group, increase in number of expert language teachers and teaching assistants, and an education program to teach multiculturalism as part of an identity of humankind. The limitations and suggestions for future studies were provided afterwards.

• English Language & Literature Teaching
• /
• v.8 no.2
• /
• pp.105-115
• /
• 2003

The four skills of a language are basically required for a communication. They are very important for a learner to develop the balanced language acquisition. Today both listening and speaking skills are emphasized in the global era rather than reading and writing proficiencies. The reason is really why the learners' communicative competence is more needed than the accurate knowledge of a structure in the language. For this reason, the listening comprehension should be taught effectively using the following strategies. First, the sound difference of a language must be taught. Language is a complicated process to convey the comprehensive meaning combined with the internal and external factors of a language. In other words, the meaning for the sound of language should be transmitted by the unit of vocabulary and syntax. Second, a good listening comprehension requires the familiarity and much experience with a lot of English words to understand English sentences unconsciously. Third, as understanding the structure of language is effective for the listening comprehension, the better listening comprehension can be possible through the meaningful exercise. Fourth, the compound process of listening comprehension requires the comprehensive understanding of language, but not the separate understanding of language. Fifth, the appropriate application of the multimedia courseware helps improve the listening comprehension better than that of the existing audio, video, tape recorder and so on. Using multimedia courseware is useful as follows: A learner is able to take as much lesson as he/she wants. It does take little time to repeat about what he/she takes a lesson. It gives the lively picture with the native speakers' voices. It gives him/her(a learner) a feedback effect continuously through the interaction of computer. It controls his/her lesson in accordance with the level of a learner.

• Asia Pacific Journal of Corpus Research
• /
• v.3 no.1
• /
• pp.35-49
• /
• 2022

This study examines crosslinguistic influence on the use of concessive conditionals by Japanese EFL learners. Contrastive analysis suggests that Japanese native speakers may overuse the concessive conditional even if due to partial similarities to Japanese concessive conditionals, whose formal and semantic restrictions are fewer than those of English concessive conditionals. This hypothesis is tested using data from the written module of the International Corpus Network of Asian Learners of English (ICNALE). Comparison of Japanese native speakers with English native speakers and Chinese native speakers reveals the following trends. First, Japanese native speakers tend to overuse concessive conditionals compared to native speakers, while similar overuse is not observed in Chinese native speaker data. Second, non-nativelike uses of even if appear in contexts allowing the use of concessive conditionals in Japanese. Third, while overuse and infelicitous use of even if is observed at all proficiency levels, formal errors are restricted to learners at lower proficiency levels. These findings suggest that crosslinguistic influence does occur in the use of concessive conditionals, and that its particular realization is affected by L2 proficiency, with formal crosslinguistic influence mediated at an earlier stage than semantic cross-linguistic influence.

• Asia Pacific Journal of Corpus Research
• /
• v.2 no.1
• /
• pp.23-34
• /
• 2021

This research examines Japanese non-native speakers' (JNNS) modal auxiliary verb use from two different perspectives: frequency of use and preferences for modalities. Additionally, error analysis is carried out to identify errors in modal use common among JNNSs. Their modal use is compared to that of English native speakers within a spoken dialogue corpus which is part of the International Corpus Network of Asian Learners' English. Research findings show at a statistically significant level that when compared to native speakers, JNNSs underuse past forms of modals and infrequently convey epistemic modality, indicating the possibility that JNNSs fail to express their opinions or thoughts indirectly when needed or to convey politeness appropriately. Error analysis identifies the following three types of common errors: (1) the use of incorrect tenses of modal verb phrases, (2) the use of inflected verb forms after modals, and (3) the non-use of main verbs after modals. The first type of error is largely because JNNSs do not master how to express past meanings of modals. The second and third types of errors seem to be due to first language transfer into second language acquisition and JNNSs' overgeneralization of the subject-verb agreement rules to modals respectively.