Intervention Effects in the Comprehension of English Raising Constructions by Korean Learners
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Choe, Jinsun. 2016. Intervention Effects in the Comprehension of English Raising Constructions by Korean Learners. Korean Journal of Linguistics, 41-4, 741-759. This paper investigates how Korean learners of English comprehend English raising constructions with a fronted experiencer (e.g., To Mary, John seems to be happy). Previous work on the acquisition of raising has shown that raising constructions pose a challenge not only to L2 learners but even to early L1 learners. However, L1 acquisition studies have recently found that there are cases in which this difficulty is considerably alleviated - for example, by moving the experiencer to the beginning of the sentence. This study therefore examines whether the position of the experiencer has the same (facilitating) effect on L2 learners' comprehension of English raising constructions as it does on L1 comprehension. A total of fifty-five Korean college EFL learners participated in a Truth-Value Judgment Task that tested their comprehension of raising constructions, and the results showed that they were significantly better at comprehending the construction with a fronted experiencer than the one with an intervening experiencer. Such findings parallel the pattern of raising acquisition in L1 English, indicating the presence of intervention effects in both L1 and L2 acquisition. (Hankuk University of Foreign Studies)
Abstract
Choe, Jinsun. 2016. Intervention Effects in the Comprehension of English Raising Constructions by Korean Learners. Korean Journal of Linguistics, 41-4, 741-759. This paper investigates how Korean learners of English comprehend English raising constructions with a fronted experiencer (e.g., To Mary, John seems to be happy). Previous work on the acquisition of raising has shown that raising constructions pose a challenge not only to L2 learners but even to early L1 learners. However, L1 acquisition studies have recently found that there are cases in which this difficulty is considerably alleviated - for example, by moving the experiencer to the beginning of the sentence. This study therefore examines whether the position of the experiencer has the same (facilitating) effect on L2 learners' comprehension of English raising constructions as it does on L1 comprehension. A total of fifty-five Korean college EFL learners participated in a Truth-Value Judgment Task that tested their comprehension of raising constructions, and the results showed that they were significantly better at comprehending the construction with a fronted experiencer than the one with an intervening experiencer. Such findings parallel the pattern of raising acquisition in L1 English, indicating the presence of intervention effects in both L1 and L2 acquisition. (Hankuk University of Foreign Studies)
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