EFL 환경에서 영어 문장의 산출 및 구성성분의 인지와 언어 운용능력의 상관관계
On the Interrelation between Language Production, Constituent Recognition and L2 Proficiency Assessment in the EFL Environment
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The aim of this paper is to analyze the interrelation between the production of an English sentence, the recognition of its constituents and proficiency assesment in the EFL environment. It has been shown that a sentence is activated by working memory as 3-4 syntactic-semantic units in the process of language production. Such memorization system as this gives a critical clue to Korean EFL students of English who start to learn English in earnest after puberty. The hypothesis that a syntactic operation like ellipsis, displacement or substitution is undergone by phrasal unit is supported by grammaticality judgement. Constituent recognition in the process of speaking and listening is related to language proficiency. It is thus proposed that one of the most effective methods to learn English and to improve English proficiency is to recognize phrasal constituents including a verb phrase which usually contains one or two verbal complements as a cognitive unit
Abstract
The aim of this paper is to analyze the interrelation between the production of an English sentence, the recognition of its constituents and proficiency assesment in the EFL environment. It has been shown that a sentence is activated by working memory as 3-4 syntactic-semantic units in the process of language production. Such memorization system as this gives a critical clue to Korean EFL students of English who start to learn English in earnest after puberty. The hypothesis that a syntactic operation like ellipsis, displacement or substitution is undergone by phrasal unit is supported by grammaticality judgement. Constituent recognition in the process of speaking and listening is related to language proficiency. It is thus proposed that one of the most effective methods to learn English and to improve English proficiency is to recognize phrasal constituents including a verb phrase which usually contains one or two verbal complements as a cognitive unit
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