유형론적으로 유사한 제2언어의 선행 학습경험이 제3언어로서의 한국어 습득에 미치는 효과 연구
The Influence of Previous Experience of Learning a Typologically Similar Second Language on the Acquisition of Korean as a Third Language
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In this study the author conducted an experimental test of adult third language (L3) acquisition whose results provide concrete and clear evidence for the Cumulative Enhancement Model (CEM; Flynn, Foley and Vinnitskaya, 2004). The main research questions examined in the present study were as follows: (1) whether L1 or L2 has a privileged role in L3acquisition as to syntactic transfer, (2) what particular categories of the syntactic knowledge in Korean were acquired most and least easily by those with previous experience; (3) if age factor matters with respect to syntactic transfer in L3 acquisition, and lastly, (4) whether syntactic transfer is limited only to the initial state of L3 acquisition. The current study reports data from three experimental groups as follows: (Group A) L1 English/L2 Korean,(Group B) L1 English/L2 Japanese/L3 Korean, (Group C) L1 Japanese/L2English/L3 Korean. All subjects were tested on their knowledge of 6different types of syntactic categories (10 subcategories) of Korean by the elicited imitation methodology (Lust, Chien and Flynn, 1987; Lust, Flynn and Foley, 1996) with Korean sentences of varying types.
Abstract
In this study the author conducted an experimental test of adult third language (L3) acquisition whose results provide concrete and clear evidence for the Cumulative Enhancement Model (CEM; Flynn, Foley and Vinnitskaya, 2004). The main research questions examined in the present study were as follows: (1) whether L1 or L2 has a privileged role in L3acquisition as to syntactic transfer, (2) what particular categories of the syntactic knowledge in Korean were acquired most and least easily by those with previous experience; (3) if age factor matters with respect to syntactic transfer in L3 acquisition, and lastly, (4) whether syntactic transfer is limited only to the initial state of L3 acquisition. The current study reports data from three experimental groups as follows: (Group A) L1 English/L2 Korean,(Group B) L1 English/L2 Japanese/L3 Korean, (Group C) L1 Japanese/L2English/L3 Korean. All subjects were tested on their knowledge of 6different types of syntactic categories (10 subcategories) of Korean by the elicited imitation methodology (Lust, Chien and Flynn, 1987; Lust, Flynn and Foley, 1996) with Korean sentences of varying types.
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