Telling a coherent story in a foreign language: analysis of Korean EFL learners’ referential strategies in oral narrative discourse

Kang, Jennifer Yusun

doi:10.1016/j.pragma.2004.03.007

Cited by 35 publications

(38 citation statements)

References 16 publications

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“…For example, Nistov (2001) showed that violations of anaphoric strategy by the Turkish learners of Norwegian could be attributed to the possible influence from their LI conventions and partly to the learners' L2 linguistic deficits. Kang (2004) similarly showed how Korean EEL learners' English narratives were less coherent and cohesive than the native English speakers' due to the specifically Korean linguistic strategy of relying on nomináis in place of pronominals in marking anaphoric references. Kang (2009) further illustrated how such LI-specific strategies, in combination with the lack of L2 linguistic competence, prevented Korean EFL learners from achieving discourse effects through sophisticated use of referential strategies in their narrative production.…”

Section: Backgroundsmentioning

confidence: 94%

“…Although there have been some concerns about such elicitation strategies eliminating potential differences among the participants in the events and personal perspectives they have to report (Ninio & Snow, 1996, p. 178), picture book elicitation was used in order to enable reliable comparison across children by having everyone talk about the same content. In fact, although such elicitation was not able to demonstrate differences in the story organization and sequencing, it did successfully highlight cultural and linguistic differences in the use of narrative story features, evaluations, and linguistic features in Korean speakers' narratives previously (Kang, 2003;2004). In order to minimize direct transfer from one language to the other, there was a two-week interval between the two language tasks.…”

Section: Methodsmentioning

confidence: 99%

“…The analysis of L2 learners' narratives at the language level has also shown: that heavily LI-influenced strategies are evident in their L2 narrative production (Gundel & Tarone, 1983;Jin, 1994;Jung, 1999;Kang, 2004;2005;Nistov, 2001). For example, Nistov (2001) showed that violations of anaphoric strategy by the Turkish learners of Norwegian could be attributed to the possible influence from their LI conventions and partly to the learners' L2 linguistic deficits.…”

Section: Backgroundsmentioning

confidence: 98%

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How do narrative and language skills relate to each other?

Kang¹

2012

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Past studies on narratives have identified two main dimensions of narrative production: the story-related narrative quality, which relates to the narrative structure and evaluations, and the language-related quality, which relates to the appropriate use of linguistic devices that contribute to the overall discourse cohesion. Although studies on the language development of monolinguals and bilinguals have demonstrated the developmental nature of the two different narrative dimensions, little attention has been paid to the potential relationship between them. Thus, this study aimed to identify the interrelationship between the two main narrative quality skills and explored the role of cross-language facilitations for performance on each of these narrative dimensions. Oral Frog Story narratives produced by 70 six-year-old Korean English as a Foreign Language (EFL) learners were analyzed. The findings indicated that the two narrative sub-dimensions play facilitative roles for each other within English (L2), and that there are cross-language contributions for only the linguistic quality of narratives. The findings are discussed in relation to the bilingual children's language proficiency and the degree of differences in narrative conventions across the two languages.

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Section: Backgroundsmentioning

confidence: 94%

Section: Methodsmentioning

confidence: 99%

Section: Backgroundsmentioning

confidence: 98%

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How do narrative and language skills relate to each other?

Kang¹

2012

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“…A substantial body of previous L2 research has reported that acquiring and deploying discourse knowledge in written production poses a major challenge for EFL learners (Callies & Szczesniak 2008, Kang 2004, Kim & Kim 2005, Kim & Yoon 2014, Marefat 2005, Park 2014). Nevertheless, systematic approaches to teaching discourse components in the EFL setting have received little attention with an overemphasis instead placed on teaching linguistic forms and structures (Muncie 2002).…”

Section: Discussion Underuse Of Pvsmentioning

confidence: 99%

Tracing Developmental Changes in L2 Learners’ Structuring of Phrasal Verbs: A Corpus Study of Native and Non-native Argumentative Essays

Sung

Kim

2016

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“…While previous studies on similar subjects used story-telling methods such as the Frog Story (cf. Yusun Kang 2004) or Charlie Chaplin's Modern Times (cf. Jarvis 2002), this study will forego these more traditional forms of story-telling by following Watorek (2004) and Leclercq & Lenart (2013) who used a story-telling task based on a film fragment.…”

Section: How? Research Design and Methodologymentioning

confidence: 99%

Methodological Considerations on the Design and Compilation of a Spanish Learner Corpus

Casteele¹,

Collewaert²

EPiC Series in Language and Linguistics

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As a corpus is a representation of the linguistic reality, it is important to have homogeneous, quantifiable and valid data. This article aims at discussing the issue of elaborating a corpus of oral data from language learners of Spanish. We hereby do not merely focus on the data collection, but also on the difficulties that arise regarding the experimental design, the selection of the participants, the elaboration of a transcription model and the analysis of the data. The discussion will be based upon our own research project, for which oral samples from Spanish language learners of different proficiency levels have been collected in order to be analysed cross-sectionally. Furthermore, this article focuses on the oral experiment specifically designed for this project, similar to those of previous studies on similar subjects. Next to this, we will also discuss the procedure used for the transcription of the data and finally, a codification system will be elaborated.

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Telling a coherent story in a foreign language: analysis of Korean EFL learners’ referential strategies in oral narrative discourse

Cited by 35 publications

References 16 publications

How do narrative and language skills relate to each other?

How do narrative and language skills relate to each other?

Tracing Developmental Changes in L2 Learners’ Structuring of Phrasal Verbs: A Corpus Study of Native and Non-native Argumentative Essays

Methodological Considerations on the Design and Compilation of a Spanish Learner Corpus

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