• English Language & Literature Teaching
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• v.9 no.2
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• pp.151-171
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• 2003

This paper critically reviewed the role of negative feedback in second language acquisition with a focus on recasts based on the findings of recent research investigating the effects of recasts on second language acquisition. First, recasts as negative feedbacks or negative evidence were reviewed in terms of Pinker's four criteria: the evidence of existence, availability, use, and necessity of recasts in second language acquisition. Second, the issue of the nature of recasts, whether they have benefits in SLA as a negative or positive evidence, was discussed with reference to Leeman(2003)'s research findings. Then, in relation to availability and use of recasts, the issue of the extent that they are noticed by learners was reviewed based on the findings from Philp(2003)'s study. Finally, the limitations of these two studies and the research orientation of future study were mentioned.

• International Journal of Advanced Culture Technology
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• v.7 no.2
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• pp.179-187
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• 2019

As the globalization process progresses more rapidly and widely, there has been a ever-growing demand for multilingual learning. Compared with the study of Second Language Acquisition, studies on the Third Language and even Multilingual Acquisition have attracted a relatively poor attention. At the same time, considering current educational environments for ethnic colleges and universities, the effects of college English teaching for minority students can be said to have been 'generally poor.' In this situation, when we try to find ways to improve college English studies for minority students most of whom already can speak two languages or even more, it would not be the best idea to keep following the experiences of traditional Second Language Acquisition. It is necessary first to find out whether there are positive or negative effects in acquiring multiple languages, and then to conduct a profound research on L3 (third language and even multilingual) Acquisition in order to employ more efficient teaching methods for multilingual learners. After conducting a Japanese-teaching experiment on two groups of learners with mono-lingual and bilingual backgrounds, it has been found that there is a positive transfer between different languages. In this paper, following the recent research findings on Language teaching for multilingual learners, I try to show with further supports that when it comes to language education for learners with multilingual backgrounds, we should focus on the advantages they may earn in order to conduct more effective language acquisition.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.137-156
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• 2009

This case study examines language learners' oral interactive practices and what they learn along with these practices. Language learners who study abroad take on the challenge of living in a foreign place and undergo difficulties in communicating and interacting with people in their new country. These difficulties, caused by cultural differences, are experienced most particularly in their daily interactions. Language learners' trials and efforts to learn English while dealing with a different culture and the difficulties are mainly observed for this paper. The process of learning a second culture is closely related to the process of learning a second language. Oral interactive practices can give the study abroad language learners opportunities to learn their target culture. Therefore, the purpose of this paper is to discuss how participating in interactive practices assists the learners in understanding their target culture while they deal with their difficulties inherent in studying abroad. This study adds weight to the notion that culture is an essential and major factor in learning a language, and that only active participation in interactions can be effective in learning both a language and its culture.

• Journal of Korean language education
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• v.29 no.3
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• pp.165-196
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• 2018

This study examined the language acquisition of children from Chinese families in Korea under the bilingual background of Korean and Chinese, focusing on pronunciation and vocabulary. First, in the analysis of pronunciation acquisition, children correctly realized the lenition, aspirated sound, glottalization, palatalization, nasalization, and liquidization while the realization of pronunciation rules for unfamiliar words was low. There were also errors caused when the application principles of pronunciation were not accurately understood or they were not partially acquired. Second, in the analysis of vocabulary acquisition, the acquisition of receptive vocabulary was in the order of verb, noun, and adjective while they clearly understood vocabulary used in the actual relationships with school, family, and peers. In the acquisition of productive vocabulary, they showed the 'meaning-centered principle' of learning the meaning of vocabulary first and then learning its form afterwards. The amount of study and exposure to Korean language had effects on the improvement of vocabulary. Even though this study focused on the errors and characteristics in the acquisition process of Korean pronunciation and vocabulary for children from Chinese families in Korea, it could not clearly find out which one would have greater effects on the acquisition of Korean language. However, lots of exchanges and experiences with surrounding environment and peer group had great effects on the language acquisition and language acquisition transfer of children.

• English Language & Literature Teaching
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• no.3
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• pp.55-70
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• 1997

This paper aims at showing firstly, that the parameterized Universal Grammar is also accessible in second language acquisition based on the data found in the English Agreement acquisition by Korean speakers and secondly, that the theoretical claim that the acquisition of Agreement is related to the Subject Drop phenomenon can be supported by the second language acquisition data. The functional category AGRP which is crucial here can be parameterized according to its features with Korean of - Agr and English of + Agr. Two groups of 40 each were tested and the result shows that the parameter resetting is possible in terms of the Agreement feature. In addition to Agreement test, three more tests for the distribution of Subject Drop, Subject Raising and NPI (Negative Polarity Items) were conducted in order to find the correlation among those grammatical phenomena. The result is that the acquisition of Agreement and the Subject Drop possibility are correlated but that they are not related to the obligatory Subject Raising process. Finally, NPI distribution test which is supposedly related to the Subject Raising turned out to carry little information since the average grades from both groups were very low.

• Annual Conference on Human and Language Technology
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• 1995.10a
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• pp.281-281
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• 1995

• Asia Pacific Journal of Corpus Research
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• v.1 no.2
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• pp.15-26
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• 2020

This corpus-based study investigated third language acquisition by Taiwanese college students in learning Spanish clitic pronouns at beginning and intermediate levels. It examined the acquisition sequences of Spanish clitic pronouns of the Chinese-speaking learners whose second language was English and third language was Spanish. The results indicated that indirect object pronouns (OP) preceded direct OP (case), first person preceded third person OP (person), masculine preceded feminine OP (gender), and animate preceded inanimate OP (animacy). The findings presented similar patterns as those of previous studies on English-speaking learners of Spanish. In further comparisons of the target forms in Chinese, English, and Spanish, the results suggested that L1 Chinese had strong influence on L3 Spanish, which accounts for the challenges that Taiwanese learners of Spanish face as they learn the Spanish clitic pronouns in the beginning stage.

• Proceedings of the KSPS conference
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• 2005.04a
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• pp.29-33
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• 2005

This study aims to establish a speech corpus for Korean as a foreign language (L2 Korean Speech Corpus, L2KSC) and to examine the aspects of the foreign learners acquisition of the phonetic and phonological systems in the Korean Language. In the first year of this project, L2KSC will be established through the process of reading list organizing, recording, and slicing, and the second year includes an in-depth study of the aspects of foreign learners Korean acquisition and a contrastive analysis of phonetic and phonological systems. The expectation is that this project will provide significant bases for a variety of fields such as Korean education, academic research, and technological development of phonetic information.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.49-66
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• 2003

This paper explores the language acquisition mechanism within a recent theoretical nativist framework that assumes some computational principles. We will review previous accounts of the logical problem of language acquisition, arguing that language acquisition is part of general cognitive mechanism or at least associated with maturation of cognitive skills. For a theoretical framework, we will adopt the minimalist program and its principles. To support our theoretical argument, we will introduce empirical evidence from ESL (English as a Second Language) and SLI (Specific Language Impairment) data. The two types of data will illustrate that there might be some relationship between the development of language skills and that of the cognitive skills.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.430-431
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• 1996

Among the scholars of second language (L2) acquisition who have used prosodic considerations in syntactic analyses, pausing and intonation contours have been used to define utterances in the speech of second language learners (e.g., Sato, 1990). In recent research on conversational analysis, it has been found that lexically marked causal clause combining in the discourse of native speakers can be distinguished as "intonational subordination" and "intonational coordination(Couper-Kuhlen, Elizabeth, forthcoming.)". This study uses Pienemann's Processability Theory (1995) for an analysis of the speech of native speakers of Japanese (L1) learning English. In order to accurately assess the psycholinguistic stages of syntactic development, it is shown that pitch, loudness, and timing must all be considered together with the syntactic analysis of interlanguage speech production. Twelve Japanese subjects participated in eight fifteen minute interviews, ninety-six dyads. The speech analyzed in this report is limited to the twelve subjects interacting with two different non-native speaker interviews for a total of twenty-four dyads. Within each of the interviews, four different tasks are analyzed to determine the stage of acquisition of English for each subject. Initially the speech is segmented according to intonation contour arid pauses. It is then classified accoding to specific syntactic units and further analysed for pitch, loudness and timing. Results indicate that the speech must be first claasified prosodic ally and lexically, prior to beginning syntactic analysis. This analysis stinguishes three interlanguage lexical categories: discourse markers, coordinator $s_ordinators, and transfer from Japanese. After these lexical categories have been determined, the psycholinguistic stages of syntactic development can be more accurately assessed.d.