한국인 EFL 학습자의 작용역 중의성 문장 처리 연구
Semantic Processing of Scope Ambiguity by Korean L2 Learners of English
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This study aims to investigate semantic processing of scopally ambiguous sentences (e.g., every student didn’t read the books) by Korean L2 learners of English. A total of 40 L2 learners were divided into two English proficiency groups depending on the cloze test scores and participated in a self-paced reading task. The main results indicated that L2 learners had a tendency to strongly accept surface scope interpretation (every>not), regardless of their English proficiency, as native speakers of English did in previous studies (Chung, 2009; Lee, 2010). On the other hand, the inverse scope interpretation (not>every) was hard to obtain for both L2 groups. The lower acceptability of the inverse scope interpretation was reflected by the increased reading times at the object NP position, compared to the surface scope reading. The overall findings are discussed within a principle of Processing Scope Economy (Anderson, 2004). This study provides EFL instructors with useful guidelines for presenting types of scope ambiguity and their representation in classrooms.
Abstract
This study aims to investigate semantic processing of scopally ambiguous sentences (e.g., every student didn’t read the books) by Korean L2 learners of English. A total of 40 L2 learners were divided into two English proficiency groups depending on the cloze test scores and participated in a self-paced reading task. The main results indicated that L2 learners had a tendency to strongly accept surface scope interpretation (every>not), regardless of their English proficiency, as native speakers of English did in previous studies (Chung, 2009; Lee, 2010). On the other hand, the inverse scope interpretation (not>every) was hard to obtain for both L2 groups. The lower acceptability of the inverse scope interpretation was reflected by the increased reading times at the object NP position, compared to the surface scope reading. The overall findings are discussed within a principle of Processing Scope Economy (Anderson, 2004). This study provides EFL instructors with useful guidelines for presenting types of scope ambiguity and their representation in classrooms.
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