중국인 고급 학습자의 한국어 타동성 인식과 ‘을/를’ 중출구문 습득 양상 - 인터페이스 가설의 측면에서
Acquisition of Korean Double ‘ul/lul’ Constructions by Chinese Learners of Korean in Their Perception of Transitivity: Based on the Interface Hypothesis
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This article investigates how Korean learners whose L1 is Chinese acquire Korean double ‘ul/lul’ constructions based on their perception of transitivity. This study considers Korean particle ‘ul/lul’ functions as object case marker, transitivity marker, modal marker or focus marker and they are fulfilled in a multi-layered way. According to the Interface Hypothesis, even near-native L2 learners show particular vulnerability in learning grammars in the Interface zone, where different layers of language interject. This study examined the patterns Korean ‘ul/lul’ constructions are accepted in the varied layers of meaning, located in the Interface area. The results represented both native and learner groups showed the highest acceptability in typical functions of ‘ul/lul’ while the lowest in atypical, which is in accordance with what the Interface Hypothesis suggests.
Abstract
This article investigates how Korean learners whose L1 is Chinese acquire Korean double ‘ul/lul’ constructions based on their perception of transitivity. This study considers Korean particle ‘ul/lul’ functions as object case marker, transitivity marker, modal marker or focus marker and they are fulfilled in a multi-layered way. According to the Interface Hypothesis, even near-native L2 learners show particular vulnerability in learning grammars in the Interface zone, where different layers of language interject. This study examined the patterns Korean ‘ul/lul’ constructions are accepted in the varied layers of meaning, located in the Interface area. The results represented both native and learner groups showed the highest acceptability in typical functions of ‘ul/lul’ while the lowest in atypical, which is in accordance with what the Interface Hypothesis suggests.
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