지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This paper aims to investigate how second language (L2) learners of Korean acquire "-e cita" type verbs in Korean. Particularly, this study (1) explores the degree to which L2 leamers of Korean are different from native speakers of Korean in judging grammaticality of sentences containing "e cita" type verb with the inchoative or the passive meaning, as well as (2) attempt to identify relative acquisition difficulties by L2 learners in relation to linguistic restrictions on the passive form.
A L2 group and a L1 group were selected as sample populations in this study: the L2 group had an intermediate-level of proficiency In Korea and came from diverse L1 backgrounds including Chinese, Thai, Mongolian, and Russian. Based on previous literature of theoretical linguistics, the acquisition target form "-e cita" were combined with three types of verb roots (i.e. adjectives, intransitives, and transitives). The two groups participated in an offline grammaticality judgments task, in which they evaluated the acceptability of a series of sentences containing "-e cita" type verbs. A discriminant analysis of comparing the L1 and the L2 group revealed that the two L2 groups were significantly different from the L1 group; Post-hoc comparisons illustrated that the L1 and the L2 group differed significantly in judging transitive-based "-e cita" type verbs with the passive meaning but not in evaluating adjective-based and intransitive-based ones. Pedagogical implications were discussed in the light of principled pedagogical decisions in KFL settings.
A L2 group and a L1 group were selected as sample populations in this study: the L2 group had an intermediate-level of proficiency In Korea and came from diverse L1 backgrounds including Chinese, Thai, Mongolian, and Russian. Based on previous literature of theoretical linguistics, the acquisition target form "-e cita" were combined with three types of verb roots (i.e. adjectives, intransitives, and transitives). The two groups participated in an offline grammaticality judgments task, in which they evaluated the acceptability of a series of sentences containing "-e cita" type verbs. A discriminant analysis of comparing the L1 and the L2 group revealed that the two L2 groups were significantly different from the L1 group; Post-hoc comparisons illustrated that the L1 and the L2 group differed significantly in judging transitive-based "-e cita" type verbs with the passive meaning but not in evaluating adjective-based and intransitive-based ones. Pedagogical implications were discussed in the light of principled pedagogical decisions in KFL settings.
목차
1. 서론
2. 연구의 배경
3. 실험
4. 토론과 결론
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UCI(KEPA) : I410-ECN-0101-2014-700-002733171