The Use of Collocations by Chinese Learners of Korean
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This paper examines the use of collocations by Chinese learners of Korean as an L2. Spoken narrative data collected from 45 learners at three proficiency levels and 15 Korean native speakers were analyzed focusing on S+V, O+V, adverb (ideophones)+V, and noun+hata collocations. The analysis reveals the following: 1) A developmental pattern, though weak, was observed, indicating a positive relationship between the learners' general L2 proficiency and collocation competence, a result inconsistent with what was observed by Howarth (1998) and Bonk (2001). 2) The learners produced S+V collocations more than O+V collocations, while the Korean speakers produced twice as many O+V collocations as S+V collocations. This implies that high frequency of a target structure in the input does not automatically render the target to be noticed and acquired by a learner. 3) The adverb (ideophones) +verb collocations, highly frequent in the Korean language, but rare in Chinese, showed low frequency in the learner data, a result confirming the general observation in L2 research of L1 influence in L2 learning. More research with diverse data collection methods is suggested to better understand how collocations are learned, stored, and used in L2.
Abstract
This paper examines the use of collocations by Chinese learners of Korean as an L2. Spoken narrative data collected from 45 learners at three proficiency levels and 15 Korean native speakers were analyzed focusing on S+V, O+V, adverb (ideophones)+V, and noun+hata collocations. The analysis reveals the following: 1) A developmental pattern, though weak, was observed, indicating a positive relationship between the learners' general L2 proficiency and collocation competence, a result inconsistent with what was observed by Howarth (1998) and Bonk (2001). 2) The learners produced S+V collocations more than O+V collocations, while the Korean speakers produced twice as many O+V collocations as S+V collocations. This implies that high frequency of a target structure in the input does not automatically render the target to be noticed and acquired by a learner. 3) The adverb (ideophones) +verb collocations, highly frequent in the Korean language, but rare in Chinese, showed low frequency in the learner data, a result confirming the general observation in L2 research of L1 influence in L2 learning. More research with diverse data collection methods is suggested to better understand how collocations are learned, stored, and used in L2.
참고문헌 (23)
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