Second Language Acquisition and Processing of Korean Locative Constructions by Chinese Speakers

Hee, Park Sun; Kim, Hyun Woo

doi:10.18399/acta.2017.20.2.010

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…-parece haber acaparado la atención de los investigadores (véase, por ejemplo, Garrett-Rucks et al, 2015;. Otros marcos teóricos que se están identificando incluyen la Teoría de la Carga Cognitiva (Al-shehri y Gitsaki, 2010), la enseñanza recíproca (Chang y Lin, 2019), el constructivismo social , el aprendizaje contextual de palabras , el procesamiento de oraciones L2 (Hee y Hyunwoo, 2017). Sin embargo, también cabe destacar la ausencia de marcos teóricos y/o pedagógicos.…”

Section: Implicaciones Pedagógicasunclassified

A Systematic Review of the Cognitive Impact of Digital Media Modalities on Reading Comprehension in L2

Pikhart,

Klimova,

Meunier

et al. 2024

Revista científica y de divulgación ISL

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The current affordances of ICT have – in the past decade – dramatically increased the exposure of students to the number of various digital texts they use or are exposed to when acquiring an additional language. The print media has been supplemented or even sometimes substituted by the digital media at all levels of education, including higher education and university curricula. Various research has recently been conducted into the role of digital media in L2 acquisition and this paper attempts to systematically summarize the results of this research, with a specific focus on reading comprehension. This systematic review follows the PRISMA guidelines (Page et al., 2021). The 2010-2021 studies from Scopus and the Web of Science dealing with the topic have been collected and analysed. Only experimental studies in peer-reviewed research journal papers have been included in the search. By applying this protocol review, 15 papers were selected for a synthesis. The results were classified as: (a) effect of media on reading comprehension, (b) pedagogical implications, (c) future research directions. The study concludes with some discussion and implications for researchers and practitioners from two perspectives: basic or fundamental Second Language Acquisition (FSLA) and instructed Second Language acquisition (ISLA).

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Section: Implicaciones Pedagógicasunclassified

A Systematic Review of the Cognitive Impact of Digital Media Modalities on Reading Comprehension in L2

Pikhart,

Klimova,

Meunier

et al. 2024

Revista científica y de divulgación ISL

View full text Add to dashboard Cite

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Second Language Processing of Korean Floating Numeral Quantifiers

Kim

2018

J Psycholinguist Res

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This study investigated whether Chinese-Korean bilinguals can use structure-based information to interpret Korean sentences containing floating numeral quantifiers during online processing. A numeral quantifier in Korean can be stranded from its modified noun through scrambling as long as the quantifier forms a constituent with the noun. For Chinese-Korean bilinguals, acquiring this structural knowledge gives rise to a learnability problem because this ability cannot be derived from the L1, not easily induced from Korean input and is not obtained through classroom instruction. In acceptability judgment, highly proficient Chinese-Korean bilinguals demonstrated target-like knowledge of this structural constraint. Results from a self-paced reading task showed that the bilinguals showed sensitivity to the violation of the mismatch between an NQ and its modified NP, both in local and non-local dependency conditions. Our findings suggest that structure-based processing is possible for highly proficient bilinguals even when the target structure is not instantiated in bilinguals' L1.

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Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean

Shin

2021

Applied Linguistics Review

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Across languages, a passive construction is known to manifest a misalignment between the typical order of event composition (agent-before-theme) and the actual order of arguments in the constructions (theme-before-agent), dubbed non-isomorphic mapping. This study investigates comprehension of a suffixal passive construction in Korean by Mandarin-speaking learners of Korean, focusing on isomorphism and language-specific devices in the passive. We measured learners’ judgment of the acceptability of canonical and scrambled suffixal passives as well as their reaction times (relative to a canonical active transitive). Our analysis generated three major findings. First, learners uniformly preferred the canonical passive to the scrambled passive. Second, as proficiency increased, the judgment gap between the canonical active transitive and the canonical suffixal passive narrowed, but the gap between the canonical active transitive and the scrambled suffixal passive did not. Third, learners (and even native speakers) spent more time in judging the acceptability of the canonical suffixal passive than they did in the other two construction types. Implications of these findings are discussed with respect to the mapping nature involving a passive voice, indicated by language-specific devices (i.e., case-marking and verbal morphology dedicated to Korean passives), in L2 acquisition.

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Second Language Acquisition and Processing of Korean Locative Constructions by Chinese Speakers

Cited by 3 publications

References 13 publications

A Systematic Review of the Cognitive Impact of Digital Media Modalities on Reading Comprehension in L2

A Systematic Review of the Cognitive Impact of Digital Media Modalities on Reading Comprehension in L2

Second Language Processing of Korean Floating Numeral Quantifiers

Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean

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