Heterogeneity of Overpassivization Errors by Korean EFL College Learners
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초록
This study investigated the overpassivization errors in English by Korean EFL learners. The goal of this paper was to identify a possible source of the overpassivization errors and concluded that the overpassivization errors are not a homogeneous phenomenon in terms of their sources. A grammaticality judgment task was executed with twenty seven college EFL learners on different types of verbs: alternating and non-alternating transitive verbs, unaccusative verbs, and unergative verbs. The findings suggested that interlingual and intralingual transfer factors were in effect. In discussing the interlingual sources of overpassivization errors, the subclassification of intransitive verbs as unaccusative and unergative was taken into consideration. A distinction between alternating and non-alternating verbs in inchoative and causative constructions was also in effect both across and within languages. As diagnosing learners’ errors would be prerequisite for providing them with proper error treatments, this study has its pedagogical implication in that it would inform English teachers of various sources of seemingly homogeneous overpassivization errors. Moreover, a special attention was drawn to some undercover overpassivization errors.
Abstract
This study investigated the overpassivization errors in English by Korean EFL learners. The goal of this paper was to identify a possible source of the overpassivization errors and concluded that the overpassivization errors are not a homogeneous phenomenon in terms of their sources. A grammaticality judgment task was executed with twenty seven college EFL learners on different types of verbs: alternating and non-alternating transitive verbs, unaccusative verbs, and unergative verbs. The findings suggested that interlingual and intralingual transfer factors were in effect. In discussing the interlingual sources of overpassivization errors, the subclassification of intransitive verbs as unaccusative and unergative was taken into consideration. A distinction between alternating and non-alternating verbs in inchoative and causative constructions was also in effect both across and within languages. As diagnosing learners’ errors would be prerequisite for providing them with proper error treatments, this study has its pedagogical implication in that it would inform English teachers of various sources of seemingly homogeneous overpassivization errors. Moreover, a special attention was drawn to some undercover overpassivization errors.
참고문헌 (17)
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