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한국어 모어 화자와 한국어 학습자의 수여구문 어순에 대한 구조적 점화

The priming of dative-accusative order in native speakers of Korean and learners of Korean as a second language

이은하
외국어교육연구소 (Institute of Foreign Language Education)|2020.05|외국어교육연구 (Studies in Foreign Language Education)|제34권 제2호|pp. 85-131|DOI 10.16933/sfle.2020.34.2.85

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키워드

어순Word Order구조적 점화암시적 학습통계적 학습수여구문제2언어로서의 한국어 습득Structural PrimingImplicit LearningStatistical LearningDative ConstructionsAcquisition of Korean as a Second Language

초록

본 연구에서는 성인 한국어 L1 화자와 성인 중국어 L1 한국어 학습자를 대상으로 구조적 점화 과제를 실시하여 (1) 선호도가 서로 다른 두 가지 수여구문 어순에 반복적으로 노출되었을 때 암시적 L2 학습이 일어나는지, (2) L1 화자와 L2 학습자의 통사구조 표상 및 처리 방식에 어떤 차이가 있는지, 그리고 (3) L2 학습자의 L2 숙달도와 통계적 학습 능력이 구조적 점화 효과에 어떤 영향을 미치는지를 고찰했다. 그 결과, 한국어 L1 집단과 L2 집단 모두 전형적 수여구문 어순에 대한 어휘 독립적 점화 효과를 나타냈으나 누적 점화 효과는 관찰되지 않았다. 그리고 L2 숙달도는 비전형적 어순에 대한 점화효과에 영향을 미치지 않은 반면, 비인접구조에 대한 통계적 학습 능력은 비전형적 어순에 대한 점화효과에 영향을 미쳤다. 상술한 결과는 비전형적 수여구문 어순에 대한 암시적 L2 학습이 일어나지 않았으며, 점화문장의 통사구조에 대한 명시적 L2 지식을 바탕으로 표적문장을 생산했을 가능성을 시사한다. 이는 한국어 L2 집단이 전형적 수여구문 어순에 대한 강한 편향과 비전형적 수여구문 어순 입력 경험의 부족으로 비전형적 수여구문 어순에 대한 추상적 표상이 아직 온전하게 확립되지 않았기 때문으로 풀이된다. 개인차 요인 중에서는 비인접구조에 대한 통계적 학습 능력만이 점화효과에 영향을 미치는 것으로 나타났다. 이는 해당 통계적 학습 능력이 선행 L2 문장의 통사구조를 탐지하고 이를 활용하여 후속 L2 문장을 이해・생산하는 과정에 관여할 가능성을 암시한다.

Abstract

This study investigates whether Chinese learners of Korean as a second language (L2) implicitly learn the Korean dative-accusative order when repeating a prime sentence aloud and whether L2 proficiency or statistical learning abilities have an impact on the production of the target structure. Both Korean L1 and L2 speakers produced the dative-accusative order following prime sentences more frequently than when following sentences with the alternative order in the absence of verb overlap between the prime and the target. However, no cumulative priming effects were found in either L1 or L2 participants. Furthermore, L2 proficiency did not significantly predict lexically independent priming, whereas the ability to statistically learn nonadjacent dependencies did. These findings suggest that the production of L2 structures could be boosted by the explicit memory of the prime structures, and that statistical learning abilities might be drawn upon during priming tasks by intermediate L2 learners without abstract syntactic representations for less preferred L2 structures.

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