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대한언어학회> 언어학> 한국인 영어 학습자들의 함언-비함언 동사에 대한 이해 연구

KCI등재

한국인 영어 학습자들의 함언-비함언 동사에 대한 이해 연구

A study on the understanding of implicative and non-implicative verbs by Korean learners of English

유은지 ( Ryu Eun Ji ) , 이영주 ( Lee Youngjoo )
  • : 대한언어학회
  • : 언어학 29권2호
  • : 연속간행물
  • : 2021년 06월
  • : 47-70(24pages)
언어학

DOI


목차

1. 서론
2. 이론적 배경
3. 연구 방법
4. 결과 분석 및 논의
5. 결론 및 제언
참고문헌
부록 1. 사전 설문지
부록 2. 영한 번역 설문지
부록 3. 함의 확인 설문지

키워드 보기


초록 보기

This paper examines Korean learners’ understanding of implicative and non-implicative verbs in English. The two types of verbs are distinguished from each other in English by the presence or absence of the entailment of their complement clause. In Korean, by contrast, the validity of the embedded clause does not depend on the verb because the verb itself is not implicative. The implicative meaning arises from complex sentence structures containing certain conjunctive endings. Due to these cross-linguistic differences, Korean learners of English who assume the semantic equivalence of similar corresponding verbs are predicted to rely on their L1 knowledge and fail to distinguish implicative verbs from non-implicative ones. In order to confirm this prediction, this study examined 27 advanced and intermediate Korean learners’ understanding of English implicative and non-implicative verbs through translation and entailment checking tasks. The results confirmed the prediction: many participants failed to understand the distinction between the two types, and performed particularly poorly on the implicative verbs. The results of this study provide implications for L2 vocabulary teaching and translation training, namely that explicit instruction is required on the entailment component of implicative verbs.

UCI(KEPA)

간행물정보

  • : 어문학분야  > 언어학
  • : KCI등재
  • :
  • : 계간
  • : 1225-7141
  • : 2671-6283
  • : 학술지
  • : 연속간행물
  • : 1993-2021
  • : 1078


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저자 : 서지영 ( Seo Ji-young )

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3한국인 영어 학습자들의 함언-비함언 동사에 대한 이해 연구

저자 : 유은지 ( Ryu Eun Ji ) , 이영주 ( Lee Youngjoo )

발행기관 : 대한언어학회 간행물 : 언어학 29권 2호 발행 연도 : 2021 페이지 : pp. 47-70 (24 pages)

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초록보기

This paper examines Korean learners' understanding of implicative and non-implicative verbs in English. The two types of verbs are distinguished from each other in English by the presence or absence of the entailment of their complement clause. In Korean, by contrast, the validity of the embedded clause does not depend on the verb because the verb itself is not implicative. The implicative meaning arises from complex sentence structures containing certain conjunctive endings. Due to these cross-linguistic differences, Korean learners of English who assume the semantic equivalence of similar corresponding verbs are predicted to rely on their L1 knowledge and fail to distinguish implicative verbs from non-implicative ones. In order to confirm this prediction, this study examined 27 advanced and intermediate Korean learners' understanding of English implicative and non-implicative verbs through translation and entailment checking tasks. The results confirmed the prediction: many participants failed to understand the distinction between the two types, and performed particularly poorly on the implicative verbs. The results of this study provide implications for L2 vocabulary teaching and translation training, namely that explicit instruction is required on the entailment component of implicative verbs.

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This study compared and analyzed the word association patterns of Korean L1 speakers and L2 learners based on the characteristics (parts of speech and frequency) of stimulus words and proficiencies of L2 learners. For this, a word association experiment was conducted among 20 L1 speakers and 60 L2 learners. The results showed differences in word associations between L1 speakers and L2 learners; the former had more paradigmatic responses, while the latter had more syntagmatic responses to the stimulus words. Moreover, as L2 learners' proficiency advanced, their paradigmatic responses increased and syntagmatic responses decreased. With regard to associative responses to parts of speech, both groups had a high number of paradigmatic ones to nouns, but showed different levels of associations for verbs and adjectives. Finally, with regard to associative responses to frequency, L1 speakers had paradigmatic ones to the stimulus words at all frequencies, while L2 learners had more syntagmatic responses.

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초록보기

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초록보기

The purpose of this study is to identify whether there are differences in the use of conjunctive adverbials (CAs) depending on language proficiency and interlanguage background among Korean EFL learners, native English experts (NEEs) and non-native English experts (NNEEs) and then to enhance the use of CAs in English writing. To do this, the EFL learners' corpora were collected twice, before class (BC) and after class (AC). They also wrote one page essays, which were subsequently collected and analyzed. For the experts' corpora, NNEE corpus and NEE corpus were retrieved and used in this study. The results first show that EFL learners' proficiency developed and they were able to use CAs in a more balanced and impartial way than before class. The next finding is that there was not much difference in NNEE and NEE use of CAs even though they have different interlanguage. NEEs prefer a sentence initial position more than NNEEs. NNEEs used only two CAs ('also' and 'therefore') in both initial and medial positions while NEEs used the highest frequent four CAs ('for example', 'however', 'therefore', 'thus') in both positions.

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초록보기

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초록보기

This study compared and analyzed the word association patterns of Korean L1 speakers and L2 learners based on the characteristics (parts of speech and frequency) of stimulus words and proficiencies of L2 learners. For this, a word association experiment was conducted among 20 L1 speakers and 60 L2 learners. The results showed differences in word associations between L1 speakers and L2 learners; the former had more paradigmatic responses, while the latter had more syntagmatic responses to the stimulus words. Moreover, as L2 learners' proficiency advanced, their paradigmatic responses increased and syntagmatic responses decreased. With regard to associative responses to parts of speech, both groups had a high number of paradigmatic ones to nouns, but showed different levels of associations for verbs and adjectives. Finally, with regard to associative responses to frequency, L1 speakers had paradigmatic ones to the stimulus words at all frequencies, while L2 learners had more syntagmatic responses.

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저자 : 진송화 ( Jin Songhwa )

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다운로드

(기관인증 필요)

초록보기

The purpose of this study was to find out the perceptions of English writing and feedback from college students majoring in arts and physical education. Students received feedback on their English writing three times: once from their teacher and twice from their peers. The students were asked to correct their writing after receiving the feedback. The findings were as follows: First, the learners were not interested and confident in English writing, but they recognized the need to write in English. Second, learners wanted to write English reports or resumes that would help them get a job in the future. Third, as the need for writing increased, learners showed different aspects in their preferences for the types of writing class activities. Finally, the learners recognized the importance of feedback from both their peers and their teacher. According to the survey, the learners answered that the teacher feedback was more helpful than the peer feedback.

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7A Pragmatic Study of Agentive and Time Expressions in Korean

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초록보기

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KCI등재

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저자 : Sungran Koh

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다운로드

(기관인증 필요)

초록보기

The purpose of this study is to identify whether there are differences in the use of conjunctive adverbials (CAs) depending on language proficiency and interlanguage background among Korean EFL learners, native English experts (NEEs) and non-native English experts (NNEEs) and then to enhance the use of CAs in English writing. To do this, the EFL learners' corpora were collected twice, before class (BC) and after class (AC). They also wrote one page essays, which were subsequently collected and analyzed. For the experts' corpora, NNEE corpus and NEE corpus were retrieved and used in this study. The results first show that EFL learners' proficiency developed and they were able to use CAs in a more balanced and impartial way than before class. The next finding is that there was not much difference in NNEE and NEE use of CAs even though they have different interlanguage. NEEs prefer a sentence initial position more than NNEEs. NNEEs used only two CAs ('also' and 'therefore') in both initial and medial positions while NEEs used the highest frequent four CAs ('for example', 'however', 'therefore', 'thus') in both positions.

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