A Korean Child Learner’s Acquisition of English Grammar: A Four-year-long Case Study
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The purpose of this study is to show how a Korean child learner acquires English grammar. The language informant named Arong was a 3rd grader in 2009 and she participated in a wordless picture book description task for four years from 2009. Her description was recorded onto a digital voice recorder once a month, three or four times per year. To find out how the language informant’s English grammar developed, special attention was paid to the analysis of NPs, VPs, ditransitive alternations, expletive Subject constructions, and Passive constructions. The following are the findings: first, Arong’s NPs became systematic and stabilized as the language sampling proceeded. The data show that she acquired the rule of Pronominalization. From the beginning of language sampling she began to use various types of Pronouns. Second, Arong’s VPs also became systematic and stabilized. Third, Arong used [VP give, NP(IO), NP(DO)] more frequently than [VP give, NP(DO), PP(IO)]. Fourth, Arong seemed to acquire the expletive Subject and its constructions. Finally, Arong understood the concept of Passive voice. We can trace her efforts to express a sentence in Passive voice in her performance of two tasks.
Abstract
The purpose of this study is to show how a Korean child learner acquires English grammar. The language informant named Arong was a 3rd grader in 2009 and she participated in a wordless picture book description task for four years from 2009. Her description was recorded onto a digital voice recorder once a month, three or four times per year. To find out how the language informant’s English grammar developed, special attention was paid to the analysis of NPs, VPs, ditransitive alternations, expletive Subject constructions, and Passive constructions. The following are the findings: first, Arong’s NPs became systematic and stabilized as the language sampling proceeded. The data show that she acquired the rule of Pronominalization. From the beginning of language sampling she began to use various types of Pronouns. Second, Arong’s VPs also became systematic and stabilized. Third, Arong used [VP give, NP(IO), NP(DO)] more frequently than [VP give, NP(DO), PP(IO)]. Fourth, Arong seemed to acquire the expletive Subject and its constructions. Finally, Arong understood the concept of Passive voice. We can trace her efforts to express a sentence in Passive voice in her performance of two tasks.
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