영어발화에 나타난 타동사 통사구조 유지성
Syntactic persistence of transitive structure in English utterance
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초록
Syntactic persistence is defined as a phenomenon that the structure tends to be carried over to the next utterance. The purpose of this study is to investigate syntactic persistence in first and second language speakers of English. Forty university students participated and consisted of twenty English L1 speakers of English and twenty L2 speakers of English with Korean as their L1. The experimental paradigm involved repetition of an auditory stimulus, followed by picture description. The target structures were transitive alternate structures (active vs. passive). Overall, the effects of syntactic persistence were found in English transitive structure. The results showed that syntactic priming pattern was similar between English native speakers(L1) and second language speakers of English (L2). This study contributes to further universal accounts of syntactic persistence in language production theory. The pedagogical implication that this study might have is that syntactic structure might be learned inherently through exchanging utterances with native speaker of English.
Abstract
Syntactic persistence is defined as a phenomenon that the structure tends to be carried over to the next utterance. The purpose of this study is to investigate syntactic persistence in first and second language speakers of English. Forty university students participated and consisted of twenty English L1 speakers of English and twenty L2 speakers of English with Korean as their L1. The experimental paradigm involved repetition of an auditory stimulus, followed by picture description. The target structures were transitive alternate structures (active vs. passive). Overall, the effects of syntactic persistence were found in English transitive structure. The results showed that syntactic priming pattern was similar between English native speakers(L1) and second language speakers of English (L2). This study contributes to further universal accounts of syntactic persistence in language production theory. The pedagogical implication that this study might have is that syntactic structure might be learned inherently through exchanging utterances with native speaker of English.
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