Young EFL students’ reliance on path-breaking verbs in the use of English argument structure constructions

Kim, Hyun Woo; Hwang, Haerim; Rah, Yangon

doi:10.17791/jcs.2017.18.3.341

Cited by 6 publications

(1 citation statement)

References 24 publications

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“…Thus, the more frequently a given construction occurs, the easier it is for the learner to understand and acquire it. Kim et al (2017) conducted a reading activity for one month and analyzed the output of ditransitive construction after the reading activity. It was found that typical examples of English ditransitive construction, such as give and show, appeared frequently in the reading reports of the participants, who were beginners in English.…”

Section: The Effect Of Input Frequency On the Acquisition Of Ditransi...mentioning

confidence: 99%

A Review of Studies on the Acquisition of English Learners' Ditransitive Construction and the Dative Alteration Construction

Shen

2024

IRA-JEMS

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English ditransitive construction and dative alteration construction is a structure that English learners are bound to encounter on their way of learning. This paper finds that researchers nowadays mainly adopt the experimental method, corpus research method and experimental method combined with corpus research method to study the acquisition of this structure, as well as the factors affecting the acquisition of this structure are native language, second language level and language input. However, there are still certain problems in the current research such as, lack of comparison of acquisition of different native speakers, and insignificant differences in the level of variables.

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Section: The Effect Of Input Frequency On the Acquisition Of Ditransi...mentioning

confidence: 99%

A Review of Studies on the Acquisition of English Learners' Ditransitive Construction and the Dative Alteration Construction

Shen

2024

IRA-JEMS

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Integration of Verbal and Constructional Information in the Second Language Processing of English Dative Constructions

Kim

Shin

Hwang

2020

Stud Second Lang Acquis

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This study investigated the effects of construction types on Korean-L1 English-L2 learners’ verb–construction integration in online processing by presenting the ditransitive and prepositional dative constructions and manipulating the verb’s association strength within these constructions. Results of a self-paced reading experiment showed that the L2 group spent longer times in the verb–construction integration in the postverbal complement region when processing the ditransitive construction, which is less canonical and highly avoided in the learners’ L1, than when processing the prepositional dative construction, which is more canonical and shares similar structural features with the L1 counterpart. In the following spillover region, L2 learners showed faster reading times as proficiency increased when the verb was strongly associated with the prepositional dative construction. Our findings expand the scope of current models on L2 sentence processing by suggesting that construction types and L2 proficiency may affect the L2 integration of verbal and constructional information.

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What foreign language learners make of grammatical descriptions depends on description type, proficiency, and context

Jach

2023

RCL

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Most usage-based research emphasizes the importance of implicit, input-driven learning in naturalistic environments, but recent studies have adopted usage-based grammatical descriptions for instructed learning in classrooms. These descriptions are intended to draw learners’ deliberate attention to relevant usage patterns in the input and thereby support intake. Most of these studies compare usage-based descriptions to other types of descriptions for their efficiency, while little attention has been paid to the ways in which learners understand and apply such descriptions. This study examines what foreign language learners understand of usage-based grammatical descriptions of target structures. In an experimental forced choice task, Chinese learners of German received usage-based descriptions of case structures and then classified target instances in variable contexts. A multivariate regression analysis indicated that choices were influenced by interactions of the type of description with participants’ target-language proficiency and the semantic and lexical target contexts. This is discussed in terms of noticing and category formation. This study argues that learners are able to use grammatical descriptions as some kind of auxiliary model for recognizing and categorizing target patterns. The descriptions thus make learners aware of the mechanisms underlying implicit learning and help them exploit these mechanisms for explicit learning.

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Young EFL students’ reliance on path-breaking verbs in the use of English argument structure constructions

Cited by 6 publications

References 24 publications

A Review of Studies on the Acquisition of English Learners' Ditransitive Construction and the Dative Alteration Construction

A Review of Studies on the Acquisition of English Learners' Ditransitive Construction and the Dative Alteration Construction

Integration of Verbal and Constructional Information in the Second Language Processing of English Dative Constructions

What foreign language learners make of grammatical descriptions depends on description type, proficiency, and context

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