Young EFL Learners’ L1 and L2 Text Recall Processing with Song and Prose Input and Language Proficiency
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The present study aimed to investigate young EFL learners’ text recall processing in L1 and L2 and language proficiency, with conducting the on-line test measuring their response time. The research questions focused on young EFL learners’ language processing through the text recall process with several variants such as L1 and L2, song and prose input, correct answers and incorrect answers, and higher language proficiency and lower language proficiency. Forty young EFL learners participated. As a result, the difference of response time between in the correct and incorrect answer conditions when the song input was provided. The facilitation effects were more salient in L1 than in L2 processing, which was supported by investigation into the language proficiency factor, where it was found that the facilitation effects in recall processing were only observed in the higher proficient group. The results indicate that language processing can be influenced by language proficiency.
Abstract
The present study aimed to investigate young EFL learners’ text recall processing in L1 and L2 and language proficiency, with conducting the on-line test measuring their response time. The research questions focused on young EFL learners’ language processing through the text recall process with several variants such as L1 and L2, song and prose input, correct answers and incorrect answers, and higher language proficiency and lower language proficiency. Forty young EFL learners participated. As a result, the difference of response time between in the correct and incorrect answer conditions when the song input was provided. The facilitation effects were more salient in L1 than in L2 processing, which was supported by investigation into the language proficiency factor, where it was found that the facilitation effects in recall processing were only observed in the higher proficient group. The results indicate that language processing can be influenced by language proficiency.
참고문헌 (13)
- Alipour, M., "The effects of songs on EFL learners’ vocabulary recall and retention: the case of gender", Advances in Digital Multimedia, 1(2), pp.140~143 (2012)
- Krashen, S., "The Din in the head, input, and the second language acquisition device", Foreign Language Annals, 16, pp.41~44 (1983)
- Li, X., "Effectiveness of music on vocabulary acquisition, language usage, and meaning for mainland Chinese ESL learners", Contributions to Music Education, 36, pp.73~84 (2009)
- Medina, S, "The Effect of Music on Second Language Vocabulary Acquisition. National Network for Early Language Learning", Presented at the Annual Meeting of the Teachers of English to Speakers of Other Language, 6(3), pp.1~8 (1993)
- Murphey, T, "The song stuck in my head phenomenon: a melodic din in the LAD", System, 18(1), pp.53~64 (1990)
- Rainey, D. W., "The effect of familiar melodies on initial learning and long-term memory for unconnected text", Music Perception, 20, pp.173~186 (2002)
- Salcedo, C., "The effects of songs in the foreign language classroom on text recall, delayed text recall and involuntary mental rehearsal", Journal of College Teaching & Learning, 7(6), pp.19~30 (2010)
- Schön, D., "Songs as an Aid For Language Acquisition", Cognition, 106, pp.975~983 (2008)
- Serafine, L., "Integration of melody and text in memory for songs", Cognition, 16, pp.285~303 (1984)
- Serafine, L., "On the nature of the melody-text integration in memory for songs", Journal of Memory and Language, 25, pp.123~135 (1986)
- 신지혜, "The Effects of Music on Word Recall and Language Usage", 신영어영문학, (56), pp.295~311 (2013), 신영어영문학회
- 박분주, "The Effects of Text with Melody on Text Recall for Young EFL Learners: Measuring Response Time", 영어영문학, 20(4), pp.337~357 (2015), 미래영어영문학회
- Wallace, W., "Memory for music : effects of melody on recall of text", Journal of Experimental Psychology : Learning, Memory and Cognition, 20(6), pp.1471~1485 (1994)