The Roles of L1 Knowledge and Intervention Effects in the L2 Acquisition of English Control and Raising Constructions
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Choe, Jinsun. 2017. The Roles of L1 Knowledge and Intervention Effects in the L2 Acquisition of English Control and Raising Constructions. Korean Journal of Linguistics, 42-3, 511-529. This paper investigates whether Korean learners of English can comprehend (subject and object) control and raising constructions in English. These three constructions display both interesting similarities and differences between English and Korean, and thus, they may be used as a testing ground to determine how L1 knowledge and intervention effects interact in terms of L2 acquisition. A total of fifty-four Korean-speaking adults were asked to identify the null infinitival subjects in English constructions involving (1) Subject control (e.g., John promised Mary to join the club), (2) Object control (e.g., Jane persuaded Brian to leave the school), and (3) Raising across an experiencer (e.g, Tom seems to Susan to be cooking). The results showed that their performance was the best with the object control, followed by the subject control, and the worst performance was shown with the raising sentences. These findings suggest that the learners find those constructions difficult that manifest intervention effects, such as subject control and raising sentences, but the difficulty with subject control is modulated by the L1 knowledge as the same construction exists in their L1 Korean. (Hankuk University of Foreign Studies)
Abstract
Choe, Jinsun. 2017. The Roles of L1 Knowledge and Intervention Effects in the L2 Acquisition of English Control and Raising Constructions. Korean Journal of Linguistics, 42-3, 511-529. This paper investigates whether Korean learners of English can comprehend (subject and object) control and raising constructions in English. These three constructions display both interesting similarities and differences between English and Korean, and thus, they may be used as a testing ground to determine how L1 knowledge and intervention effects interact in terms of L2 acquisition. A total of fifty-four Korean-speaking adults were asked to identify the null infinitival subjects in English constructions involving (1) Subject control (e.g., John promised Mary to join the club), (2) Object control (e.g., Jane persuaded Brian to leave the school), and (3) Raising across an experiencer (e.g, Tom seems to Susan to be cooking). The results showed that their performance was the best with the object control, followed by the subject control, and the worst performance was shown with the raising sentences. These findings suggest that the learners find those constructions difficult that manifest intervention effects, such as subject control and raising sentences, but the difficulty with subject control is modulated by the L1 knowledge as the same construction exists in their L1 Korean. (Hankuk University of Foreign Studies)
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