Effects of ‘explicit’ grammatical instruction for Korean heritage language learners - Possessive vs locative-static and locative-static vs locative-dynamic -
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Previous research suggests that KHL learners present unique and distinctive difficulties in certain linguistic items in writing, particularly due to incomplete knowledge and transfer of speech to writing. Two notable cases are the substitution errors of locative-static -ey for genitive (possessive) -uy, and locative- static -ey for locative-dynamic -eyse. Whether these errors can be minimised, and thus their acquisition can be improved by ‘explicit’ instruction, is an important aspect to clarify through research for future developments to KHL learning and teaching. This study thus investigates the effects of ‘explicit’ instruction on the acquisition of the genitive, locative-static and locative- dynamic case markers based on 20 second-generation KHL students, through a pre-test, instructional treatment and a post-test. Results of the pre-test confirmed that their recognition and production of the three markers are indeed problematic. Post-test results revealed a limited but small meaningful improvement in heritage students’ intuitions and production in a particular type of exercise only, implying that explicit instruction may facilitate students’ classroom heritage language acquisition when utilising certain types of learning exercises.
Abstract
Previous research suggests that KHL learners present unique and distinctive difficulties in certain linguistic items in writing, particularly due to incomplete knowledge and transfer of speech to writing. Two notable cases are the substitution errors of locative-static -ey for genitive (possessive) -uy, and locative- static -ey for locative-dynamic -eyse. Whether these errors can be minimised, and thus their acquisition can be improved by ‘explicit’ instruction, is an important aspect to clarify through research for future developments to KHL learning and teaching. This study thus investigates the effects of ‘explicit’ instruction on the acquisition of the genitive, locative-static and locative- dynamic case markers based on 20 second-generation KHL students, through a pre-test, instructional treatment and a post-test. Results of the pre-test confirmed that their recognition and production of the three markers are indeed problematic. Post-test results revealed a limited but small meaningful improvement in heritage students’ intuitions and production in a particular type of exercise only, implying that explicit instruction may facilitate students’ classroom heritage language acquisition when utilising certain types of learning exercises.
참고문헌 (20)
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