부정적 증거와 긍정적 증거의 교수 효과에 관한 연구
The Effect of Negative and Positive Evidence on Learning Korean as a Foreign Language by Chinese Speakers
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This paper focuses on a parametric difference concerning modifier placement between Korean and Chinese. The lack of adverb movement in Korean causes a learnability problem for Chinese speaking learners of Korean. The hypotheses are that there are some effects of input on learning Korean as a foreign language in short and long-term periods. The question is whether or not negative evidence plays any role in learning a foreign language. 40 Chinese students learning English as a foreign language participated in this study. The experimental group was taught the Korean word order through providing negative evidence. The control group was taught the same structure by providing just positive evidence. Right after the instruction, both groups were given the first post-test. This test was re-administered about 10 weeks after the instruction to test the long-term effect of negative evidence. The findings of T-tests indicated that there was a significant difference between the performance of the experimental group and the control group in the immediate post- test. The experimental group outperformed the control group rejecting the inefficiency of negative input at least in the short-term. In the delayed post-test, both groups performed relatively the same. The findings of this study did reject the role of negative evidence in the long-term.
Abstract
This paper focuses on a parametric difference concerning modifier placement between Korean and Chinese. The lack of adverb movement in Korean causes a learnability problem for Chinese speaking learners of Korean. The hypotheses are that there are some effects of input on learning Korean as a foreign language in short and long-term periods. The question is whether or not negative evidence plays any role in learning a foreign language. 40 Chinese students learning English as a foreign language participated in this study. The experimental group was taught the Korean word order through providing negative evidence. The control group was taught the same structure by providing just positive evidence. Right after the instruction, both groups were given the first post-test. This test was re-administered about 10 weeks after the instruction to test the long-term effect of negative evidence. The findings of T-tests indicated that there was a significant difference between the performance of the experimental group and the control group in the immediate post- test. The experimental group outperformed the control group rejecting the inefficiency of negative input at least in the short-term. In the delayed post-test, both groups performed relatively the same. The findings of this study did reject the role of negative evidence in the long-term.
참고문헌 (15)
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