• 한국영어학회지:영어학
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• 제1권3호
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• pp.497-508
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• 2001

This study tested whether non-native speakers approximated native-like locus equation slopes. Russian learners of English acquired native-like values of the locus equation slope for the English bilabial, and English learners of Russian made slight modifications to the locus equation slope of the Russian bilabial. The acquisition of the locus equations occurred gradually with experience. While English speakers, with limited experience with Russian, failed to approximate Russian-typical value of the locus equations slope, Russian speakers, with more extensive experience with English, succeeded in approximating the locus equation for English bilabial. The observation of locus equation transfer effect supports for the locus equation hypothesis as the unit of acquisition over CV-by-CV learning.

• 영어어문교육
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• 제11권2호
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• pp.1-18
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• 2005

This study is a preliminary investigation of the nature of discourse marker acquisition in Korean American speakers of English. Discourse markers are of interest because they are not an aspect of language taught through formal instruction either to native or non-native speakers. Therefore, discourse marker use serves as indirect evidence of face-to-face interaction with native speakers and an indicator of integration. In this light, the present study examines the presence of discourse markers in Korean Americans. The markers chosen for analysis were you know, like, and I mean. The data consist of spontaneous speech elicited from interviews. Sociolinguistic variables such as age, sex, and generation (i.e., $1^{st}$, 1.5, $2^{nd}$) were examined. Results show that there appears to be interaction between the variables and discourse marker use. While all speakers showed variable acquisition of markers, younger, female, and 1.5 generation speakers were found to use discourse markers more than other speakers. Although discourse marker use is optional and thus not a linguistic feature that must be necessarily acquired, it is clear that use is pervasive and acquired differentially by English speakers irrespective of whether they are native or not.

• 음성과학
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• 제13권3호
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• pp.19-33
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• 2006

This study explores whether Russian, known to have a process of syllable-final devoicing, reveals differences in vowel duration as a function of the underlying voicing of the coda stop. This paper also examines whether non-native speakers of Russian and English learn typical L2 values in vowel duration. The results indicate that vowels in Russian have a slightly longer mean duration before a voiced stop than before a voiceless stop (a mean difference of 9.52 ms), but in most cases the differences did not exhibit statistical significance. In English the mean difference was 60.05 ms, and the differences were in most cases statistically significant. All native Russian speakers of English produced larger absolute differences in vowel duration for English than for Russian, and all native English speakers of Russian produced smaller absolute differences for Russian than for English. More experienced learners seemed to achieve more native-like values of vowel duration than less experienced learners did, suggesting that learning occurs gradually as the learners gain more experience with the L2.

• 아시아태평양코퍼스연구
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• 제3권1호
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• pp.35-49
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• 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.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.430-431
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• 1996

Among the scholars of second language (L2) acquisition who have used prosodic considerations in syntactic analyses, pausing and intonation contours have been used to define utterances in the speech of second language learners (e.g., Sato, 1990). In recent research on conversational analysis, it has been found that lexically marked causal clause combining in the discourse of native speakers can be distinguished as "intonational subordination" and "intonational coordination(Couper-Kuhlen, Elizabeth, forthcoming.)". This study uses Pienemann's Processability Theory (1995) for an analysis of the speech of native speakers of Japanese (L1) learning English. In order to accurately assess the psycholinguistic stages of syntactic development, it is shown that pitch, loudness, and timing must all be considered together with the syntactic analysis of interlanguage speech production. Twelve Japanese subjects participated in eight fifteen minute interviews, ninety-six dyads. The speech analyzed in this report is limited to the twelve subjects interacting with two different non-native speaker interviews for a total of twenty-four dyads. Within each of the interviews, four different tasks are analyzed to determine the stage of acquisition of English for each subject. Initially the speech is segmented according to intonation contour arid pauses. It is then classified accoding to specific syntactic units and further analysed for pitch, loudness and timing. Results indicate that the speech must be first claasified prosodic ally and lexically, prior to beginning syntactic analysis. This analysis stinguishes three interlanguage lexical categories: discourse markers, coordinator $s_ordinators, and transfer from Japanese. After these lexical categories have been determined, the psycholinguistic stages of syntactic development can be more accurately assessed.d.

• 말소리와 음성과학
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• 제1권3호
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• pp.3-18
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• 2009

Do loanword properties emerge in the acquisition of a foreign language and if so, how? Classic studies in adult language learning assumed loanword properties that range from near-ceiling to near-chance level of appearance depending on speech proficiency. The present research argues that such variations reflect different phonological types, rather than speech proficiency. To investigate the difference between learner speech and loanword phonology, the current research analyzes the speech data from five different proficiency levels of 92 Korean speakers who read 19 pairs of English words and sentences that contained loanwords. The experimental method is primarily an acoustical one, by which the phonological cause in the loanwords (e.g., the insertion of [$\Box$] at the end of the word stamp) would be attested to appear in learner speech, in comparison with native speech from 11 English speakers and 11 Korean speakers. The data investigated for the research are of segment deletion, insertion, substitution, and alternation in both learner speech and the native speech. The results indicate that learner speech does not present the loanword properties in many cases, but depends on the types of phonological causes. The relatively easy acquisition of target pronunciation is evidenced in the cases of segment deletion, insertion, substitution, and alternation, except when the loanword property involves the successful command of the target phonology such as the de-aspiration of [p] in apple. Such a case of difficult learning draws a sharp distinction from the cases of easy learning in the development of learner speech, particularly beyond the intermediate level of proficiency. Overall, learner speech departs from loanword phonology and develops toward the native speech value, depending on phonological contrasts in the native and foreign languages.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.349-354
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• 1996

The phonetic mastery of English has been considered next to impossible to many non-native speakers of English, including even some teachers of English. This paper takes issue with this phonetic problem of second language acquisition and proposes that combination of cognitive and physical approaches can help master English faster and more easily.

• 이베로아메리카
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• 제23권2호
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• pp.135-178
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• 2021

A teacher's talk does not make a simple delivery of information. It reflects the role of the teacher, since the language used by a teacher intervenes in a crucial way in the complex mechanisms that underlie teaching and learning of foreign languages. In this sense, the ways in which teachers give feedback have an impact on the process, not only of learning, but also of teaching. The important role of emotional factors in learning has resonated strongly in the intuition of many second and foreign language teachers. As a result, over the past three decades, research on foreign language acquisition has confirmed the hypothesis that language learning is enhanced by rapport between teacher and student. This study analyses the positive feedback given by native Spanish teachers in the context of university classes in Korea. The positive words from a language teacher are related to forming emotional factors such as motivation, attitude, interest, self-confidence, self-esteem, anxiety, and empathy, which directly influence in the acquisition of Spanish. 35 hours of oral practical classes taught by three native teachers of Colombian, Spanish and Mexican nationality were examined. According to the result, almost all the correct answers from students were corresponded with some type of positive feedback. The most frequent strategies are making a compliment, an approval, a repetition, and laughter or non-verbal cues. It is interesting to observe that teachers don't use only a single strategy to provide positive feedback, but instead combine multiple ways to enrich the positiveness of the feedback.

• 아시아태평양코퍼스연구
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• 제2권1호
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• pp.23-34
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• 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.

• 영어어문교육
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• 제4호
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• pp.207-228
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• 1998

This study investigated how Korean learners of English acquired the English reflexives. There is emphasis on the effects of the GCP and PAP(Wexler and Manzini, 1987). The purpose is to examine the major hypothesis that L2 learners are still constrained by Universal Grammar (UG), despite the influence of the parameter setting of their native language as well as the non-operation of the Subset Principle. The experimental group consisted of 30 middle school students (age 14-15), 30 high school students (age 16-17), and 30 university students (age 18-19) as well as 20 ESL students (age 16) studying English in the USA. Twenty native speakers of English served as a control group. The subjects responded to a test on reflexives that used a multiple-choice grammaticality judgement task. Findings show that L2 learners transfer their L1 parameter setting and, as a result, make errors in the choice of antecedents for reflexives. Therefore, I argue that the L2 learner is still constrained by UG.