Acquisition of English P-modifiers by Korean Learners
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초록
The present study examined adult Korean learners' knowledge of the modificational hierarchy instantiated in English multiple P-modifiers. One hundred seven native speakers of Korean, along with a control group of 15 native speakers of English, participated in two types of experimental tests (preference and grammaticality judgment tests) designed to investigate the UG accessibility in the EFL context and the effects of ESL experience on the acquisition of the target knowledge. The results showed that 1) Korean EFL learners, regardless of whether they are intermediate or advanced learners, are sensitive to the universal hierarchy that a Degree modifier occupies the higher position than a Flow or a Trajectory modifier although they are not aware of the hierarchical relation between the Flow and Trajectory modifiers; and 2) Learners who experienced the ESL context for an extensive period of time have attained more robust knowledge of the hierarchy than those who did not. From these results, it is argued that while UG-based L2 acquisition of the target grammar may be possible, the role of input is also crucial in developing and consolidating the L2 grammar like the present one.
Abstract
The present study examined adult Korean learners' knowledge of the modificational hierarchy instantiated in English multiple P-modifiers. One hundred seven native speakers of Korean, along with a control group of 15 native speakers of English, participated in two types of experimental tests (preference and grammaticality judgment tests) designed to investigate the UG accessibility in the EFL context and the effects of ESL experience on the acquisition of the target knowledge. The results showed that 1) Korean EFL learners, regardless of whether they are intermediate or advanced learners, are sensitive to the universal hierarchy that a Degree modifier occupies the higher position than a Flow or a Trajectory modifier although they are not aware of the hierarchical relation between the Flow and Trajectory modifiers; and 2) Learners who experienced the ESL context for an extensive period of time have attained more robust knowledge of the hierarchy than those who did not. From these results, it is argued that while UG-based L2 acquisition of the target grammar may be possible, the role of input is also crucial in developing and consolidating the L2 grammar like the present one.
참고문헌 (18)
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