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홈 > 간행물 권호
  • 발행기관: 경희대학교 언어정보연구소
  • 간행물:
  • 권/호:

언어연구(Linguistic Research)

  • 발행기관 : 경희대학교 언어정보연구소(Institute for the Study of Language and Information)
  • 출처구분 : 대학부설 연구소
  • 간행물유형 : 학술저널
  • 발행주기 : 계간 (발행월:3,6,9,12)
  • ISSN : 1229-1374
언어연구
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8
Language learning beliefs of Thai university students:
Language learning beliefs of Thai university students:
Takayoshi Fujiwara
경희대학교 언어정보연구소 / 언어연구 제35권 Special Edition / 2018 / 1-22 (22 pages)
인문학>언어학 / KDC : 언어 > 언어 / KCI : 인문학 > 언어학
초록보기
Learners’ beliefs about language learning are considered very important because of their contributions to the language learning processes, yet their developmental nature still remains mostly unexplored. The purpose of the study was to examine how Thai university students changed their beliefs about language learning at the dimensional levels after having learned Japanese. Undergraduate students (N = 68) in a Thai university taking elementary Japanese language courses completed a modified version of 35-item Beliefs About Language Learning Inventory (BALLI) developed by Horwitz (1987) at two different occasions: at the beginning of the first-level course (Time 1) and at the beginning of the second-level course (Time 2). In the first step of analysis, a six-factor structure was empirically identified from principal component analysis. Through comparisons of the factor mean scores, subsequent paired-samples t-tests identified a significant increase in only one of the six empirically identified belief factors. A significant increase was also identified at single-item levels in two of seven items grouped together in this dimension. Additionally, in terms of five items empirically grouped together into other factors, a statistically increase was also identified. The findings suggested that the language learning beliefs changed at the dimensional levels. Judging from the item statements, the students’ experience of studying Japanese was more related to the changes of their beliefs about learning Japanese than those about foreign languages and languages in general. The former seems to be modifiable and developed through learning experiences, while the latter appears to remain stable.
Four skill-based foreign language anxieties:
Four skill-based foreign language anxieties:
Min Jung Jee
경희대학교 언어정보연구소 / 언어연구 제35권 Special Edition / 2018 / 23-45 (23 pages)
인문학>언어학 / KDC : 언어 > 언어 / KCI : 인문학 > 언어학
초록보기
This study examined foreign language anxiety (FLA) as it relates to the four language skills, i.e. speaking, listening, reading and writing, and evaluated the relationships of these skill-based anxieties to general FLA, measured by Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, and Cope 1986). Participants were 110 students enrolled in Korean as a foreign language (KFL) courses at an Australian public university. An online survey examined the students’ anxieties across the four language-related skills, as well as general FLA. The survey also investigated sources of classroom anxiety and strategies for overcoming this. Findings suggested that the students had a moderate level of general FLA (M = 2.89, SD = .70), with the highest level of anxiety in speaking (M = 3.26, SD = .86) and the lowest level of anxiety in reading (M = 2.56, SD = .64). Furthermore, FLA showed high and significant correlations with all four skill-based anxieties. Regression data indicated that the four skill-based anxieties explained approximately 70% of the FLCAS as independent constructs. Speaking anxiety was found to be the most powerful predictor of FLA, and reading anxiety was the weakest. Four major sources of FLA, and active and passive overcoming strategies were also reported. As the participants are students of KFL in Australia (a rarely-explored population in second language acquisition (SLA) research), the findings of the study will enrich the literature on FLA, especially in relation to the four language-skill based anxieties and the affective domain of KFL students.
The effect of explicit instruction on derivational morphological awareness amongst Iranian EFL learners
The effect of explicit instruction on derivational morphological awareness amongst Iranian EFL learners
Forough Amirjalili;Ali Akbar Jabbari;Mohammad Javad Rezai
경희대학교 언어정보연구소 / 언어연구 제35권 Special Edition / 2018 / 47-82 (36 pages)
인문학>언어학 / KDC : 언어 > 언어 / KCI : 인문학 > 언어학
초록보기
The explicit instruction on derivational morphology has attracted little attention as an object of effective EFL teaching method. The current study attempted to investigate the impact of morphological instruction on relational, syntactic and distributional aspects of derivational morphology amongst intermediate EFL learners. The participants were 129 lower/higher intermediate students, randomly assigned into experimental and control groups. The study had a pre-test-post-test quasi-experimental control group design. The results demonstrated that before the instruction there was a significant difference in each of the three aspects of derivational morphology and distributional aspect was the lowest score amongst the three aspects. The experimental groups outperformed the control groups on all three tasks assessing derivational morphology. For lower intermediate experimental group, syntactic aspect was more susceptible to instruction and for the higher intermediate experimental group it was the distributional aspect. The results also demonstrated that morphological instruction can benefit lower level of proficiency to a higher degree. The findings of the present study imply the merits of explicit morphological instruction on derivational morphology by isolating each aspect and observing the sequence of their presentation to EFL learners.
Interlanguage development of young Korean EFL learners’ modal usage: A learner corpus study
Interlanguage development of young Korean EFL learners’ modal usage: A learner corpus study
Daria Soon-Young Seog;Incheol Choi
경희대학교 언어정보연구소 / 언어연구 제35권 Special Edition / 2018 / 83-103 (21 pages)
인문학>언어학 / KDC : 언어 > 언어 / KCI : 인문학 > 언어학
초록보기
The current paper reports on a comparison study conducted between a learner corpus, the KNU English Learner Corpus (KELC), and a native speaker corpus, the Corpus of Contemporary American English (COCA), to investigate in what ways and to what extent the young Korean learners of KELC use English modal verbs. The results reveal that the young Korean learners underused modals could, would, should, may, might and must in general. However, will and can were used frequently with a statistically significant overuse of will occurring after the intermediate level. Furthermore, interlanguage development is observed with nativelike usage frequency of can from the earlier stages while occurrences of should and would emerging at later stages. A closer examination of the observed under and over usages also discloses that the difficulty of combining tense with the modal verbs impedes the learners’ preterit form use of the modal verbs. Additionally, the use of epistemic modality is observed much later than the root modality such as possibility, permission, and ability. These findings coincide with the first language modal acquisition order reported in literature (Coates 1983).
Lexical bundles in ESP writing:
Lexical bundles in ESP writing:
Se-Eun Jhang;Sungkuk Kim;Yilian Qi
경희대학교 언어정보연구소 / 언어연구 제35권 Special Edition / 2018 / 105-135 (31 pages)
인문학>언어학 / KDC : 언어 > 언어 / KCI : 인문학 > 언어학
초록보기
Previous research on lexical bundles produced by native versus non-native English speakers has been mostly carried out within the academic domain, yet it is not fully understood in ESP context. This study investigates the construct of lexical bundles in the genre of marine accident investigation reports (MAIR).Through comparison of lexical bundles used by L1-English versus L1-Japanese professionals in MAIR, differences between two groups are clearly displayed. It is found that compared with English reporters, Japanese professionals employ a considerably wider range of four-word bundles, exhibit an overuse tendency in almost all structural patterns and functional types and adopt different strategies to construct lexical bundles and fulfill discourse functions. Some similarities are also discovered between the two groups of writers, which are believed to reflect the special characteristics of MAIR genre.
Assessing the readability of fiction: A corpus analysis and readability ranking of 200 English fiction texts
Assessing the readability of fiction: A corpus analysis and readability ranking of 200 English fiction texts
Michael Dalvean;Galbadrakh Enkhbayar
경희대학교 언어정보연구소 / 언어연구 제35권 Special Edition / 2018 / 137-170 (34 pages)
인문학>언어학 / KDC : 언어 > 언어 / KCI : 인문학 > 언어학
초록보기
Standard readability measures are based on the readability of non-fiction texts. This means that the validity of the measures when applied to fiction texts is questionable. Thus, the scores given to fiction texts using such indices may be invalid when used by English teachers to identify fiction texts of appropriate difficulty for students with various reading ability levels. This paper attempts to address this problem by 1) developing a readability measure specifically designed for fiction texts and 2) applying it to 200 English fiction texts. A corpus, consisting of 100 adults and 100 children s texts, is used for the analysis. In the initial modeling, several standard readability measures are used as variables, and machine learning is used to create a classifier which is able to classify the corpus with an accuracy of 84%. A second classifier is then created using linguistic variables rather than standard readability measures. The latter classifier is able to classify the corpus with an accuracy of 89%, indicating that the standard readability measures are less accurate in classifying fiction texts than linguistic variables. Due to its higher accuracy, the latter classifier is then used to provide a linear complexity or readability rank for each text. The ranking using the linguistic-based classifier provides an more accurate method of determining which texts to choose for students according to their reading levels than the standard readability measures. Importantly, the ranking instantiates a fine-grained increase in complexity. This means that the ranking can be used by an English teacher to select a sequence of texts that represent an increasing challenge to a student without there being a frustratingly discrete rise in difficulty.
The hallmarks of L2 writing viewed through the prism of translation universals
The hallmarks of L2 writing viewed through the prism of translation universals
Younghee Cheri Lee
경희대학교 언어정보연구소 / 언어연구 제35권 Special Edition / 2018 / 171-205 (35 pages)
인문학>언어학 / KDC : 언어 > 언어 / KCI : 인문학 > 언어학
초록보기
Rooted in a perception that second language (L2) writing bears neither resemblance with nontranslated counterparts nor relation to translation, this article explores the untested terrain of revealing lexical and textual attributes unique to L2 writers texts, thus identifying their linguistic qualities from the angle of translation universals. Setting plausible parameters to discern translational instances related to lexical and syntactical choices, this article argues that idiosyncratic properties shared by translated English may typify the hallmarks of L2 writing produced by non-anglophone scholars in English disciplines. By compiling the comparable corpora of English journal abstracts consisting of 638,764 tokens, it is shown how salient translational features arise in expert L2 writers texts in compliance with corpus linguistics. Kruskal-Wallis tests are applied to evaluate linguistic indices that make Korean scholars L2 writing distinct from native scholars’ original writing. On a substantial level, a general presumption on the interrelatedness between expert L2 writers English and translational English has turned out to be warranted, meaning that Korean scholars L2 writing can be marked by universals of simplification, normalization, explicitation, and convergence in their broad outlines. It can be deducible from the findings that regardless of L2 proficiency levels, second language writers may be destined to go through a ‘mental translation as an inescapable cognitive mechanism during the L2 writing process, which in turn renders translational manifestations pervasive in the ‘product’ of L2 writing. The terminal pedagogical aim building metacognitive awareness to be mindful of second language processing, thus, this article concludes that expert L2 writers need to equip themselves with metacognitive strategies, thereby being consciously and explicitly aware of what to avoid and what to accept during the process of L2 writing entailing mental translation.
Acquisition of verb representations:
Acquisition of verb representations:
Jungsoo Kim
경희대학교 언어정보연구소 / 언어연구 제35권 Special Edition / 2018 / 207-232 (26 pages)
인문학>언어학 / KDC : 언어 > 언어 / KCI : 인문학 > 언어학
초록보기
Generative approaches and constructional approaches differ with respect to the view of how young children acquire verb representation. In this study, on the basis of four children’s longitudinal corpus data of Get across the year between ages of 2 and 3, I show that they acquired different forms of Get in different stages of this period and that they acquired the different forms of Get in a variety of structures gradually and at different rates in a case-by-case fashion. I also demonstrate that the children’s acquisition of the different forms of Get is tightly related to the frequencies of the forms in the mothers’ input. However, I further show that in some cases aside from the frequencies in the mothers’ input other factors such as the complexity of the structure/meaning came into play in their acquisition of the different forms of Get. The data, therefore, overall favor constructional approaches over generative approaches to children’s acquisition of verb representation.