Linguistic Research最新文献

{"title":"A comparative analysis of teacher talk in solo and team teaching","authors":"Jeong-Ryeol Kim, B. Stoakley","doi":"10.17250/KHISLI.33..201609.002","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.002","url":null,"abstract":"Kim, Jeong-ryeol and Bryan Stoakley. 2016. A comparative analysis of teacher talk in solo and team teaching. Linguistic Research 33(Special Edition), 29-51. Despite the benefits of team teaching, it poses significant challenges to the role of local English teachers. Teacher roles, one of such challenges by investigating interactive teacher talk comparing team teaching against solo baseline teaching of the English program in Korea (EPIK) was investigated via this paper. More specifically, instructional language (Korean/English), question types, instructional registers (regulative/ instructional/feedback), and interactive feedback was addressed. The method employed was sampling three sets of team teaching and solo teaching of the same language skills and lessons using the same English textbook in the same area of elementary schools for an appropriate comparison. Their entire teacher talks of the lessons were recorded and transcribed. The transcription of two sets of data was compared by different categories of teacher talk. The analysis results show that native English assistant teachers (NEATs) are more alike to solo Korean teachers of English while Korean teachers of English in team teaching play assisting and mediating roles between NEATs and students. The currently observed role change between NEATs and Korean teachers requires serious attention since the national curriculum is designed for Korean teachers of English to play major roles in teaching English classes. (Korea National University of Education)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"174 1","pages":"29-51"},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of reading span in factual and inferential comprehension and retention in L2 reading","authors":"Hyangsook Park, K. Nam, Yae-sheik Lee","doi":"10.17250/KHISLI.33..201609.004","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.004","url":null,"abstract":"Park, Hyangsook, Kichun Nam, and Yae-Sheik Lee. 2016. The role of reading span in factual and inferential comprehension and retention in L2 reading. Linguistic Research 33(Special Edition), 81-106. The present study attempts to explain the relationship of working memory (WM) to L2 reading comprehension (RC) by conducting two experiments. The participants’ WM was measured by two reading span (RS) tests adapted from Daneman and Carpenter (1980). Specifically, Experiment 1 explores the role of L1-RS and L2-RS in overall RC in L2. Fifty-eight Korean undergraduate students participated in this experiment. The results showed that L2-RS had better predictive power than L1-RS for L2 RC performance and that the participants performed better in the L1-RS than L2-RS test. Experiment 2 further investigates the role of RS in terms of types of comprehension and retention. For this, fifty Korean students were divided into two groups according to their L2-RS. The RC tests were given in two types of questions: factual and inferential. The retention of information was assessed by two memory tests: immediate and delayed tests. The results revealed that the high-RS group consistently outperformed the low-RS group on the two types of RC questions in the two memory tests. No significant decay, however, was found between the memory tests. In addition, there was no interaction between group, question type, and time. The findings showed that RS does play a significant role in L2 RC performance. (Kyungpook National University ‧ Korea University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"33 1","pages":"81-106"},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Distribution of segment sequences and subsyllabic constituents in Korean","authors":"Yong-Eun Lee","doi":"10.17250/KHISLI.33..201609.008","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.008","url":null,"abstract":"","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"33 1","pages":"187-208"},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Syntactic reanalysis and lingering misinterpretations in L2 sentence processing","authors":"Jonghyeon Lee, 신정아","doi":"10.17250/KHISLI.33..201609.003","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.003","url":null,"abstract":"Lee, Jonghyeon and Jeong-Ah Shin. 2016. Syntactic reanalysis and lingering misinterpretations in L2 sentence processing. Linguistic Research 33(Special Edition), 53-79. Readers often misinterpret sentences and reanalyze them, but their initial misinterpretations sometimes linger even after they finish reading the sentences. This lingering effect has been argued as evidence that comprehenders create interpretations to some extent that it seems “good enough” for them to understand the meaning (Christianson, Hollingworth, Halliwell, and Ferreira 2001). This study examined L2 learners’ processing of garden path sentences, investigating whether they show a lingering effect as L1 speakers do by employing the gender mismatch paradigm (Sturt 2003). In the self-paced reading experiment, participants read garden path sentences such as While Mary washed the boxer who was tall coughed and warmed herself with a blanket. If participants correctly rule out an initial misinterpretation from the temporary ambiguity, the reflexive herself would create a gender mismatch effect (i.e., reading times are slowed in the gender mismatch condition). After reading the sentences, participants were asked to answer follow-up comprehension questions such as Did Mary wash the boxer? The results showed that L2 learners were able to notice the temporary local ambiguity in a sentence and reanalyze the structure as L1 readers do. However, the rate of accurate responses for comprehension questions was significantly lower in the ambiguous condition than in the unambiguous condition, indicating that the L2 learners’ initial misinterpretations lingered. L2 learners do not seem to lack detailed syntactic representation, and their lingering misinterpretation could be explained by the good enough approach as for L1 readers. Participants eventually recovered from the garden path, showing the gender mismatch effect, but their global comprehension was significantly influenced by the initial misinterpretation, since they gave more incorrect answers when they read garden path sentences. (Seoul National University · Dongguk University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"33 1","pages":"53-79"},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"L1 influence on the processing of L2 collocation: An experimental study of Korean EFL learners","authors":"Shinwoong Lee","doi":"10.17250/KHISLI.33..201609.006","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.006","url":null,"abstract":"Lee, Shinwoong. 2016. L1 influence on the processing of L2 collocation: An experimental study of Korean EFL learners. Linguistic Research 33(Special Edition), 137-163. The current study aimed to investigate the influence of L1 on the processing of L2 collocations utilizing a phrase-acceptability judgement task. The task was conducted on 39 English collocations with 19 native speakers of English and 45 Korean EFL learners. Their error rates and reaction times were measured both on the congruent collocations that have L1 translation equivalents and the incongruent collocations that do not have ones. It was found that the advanced EFL learners responded significantly faster to and made fewer errors on both the congruent and the incongruent collocations than the intermediate EFL learners. Meanwhile, both the advanced and the intermediate EFL learners made significantly more errors and responded slower under incongruent condition, indicating a strong congruency effect. The results implied that there exists a high degree of reliance on L1 intralexical knowledge in processing L2 collocations by the EFL learners, and acquiring incongruent L2 collocations seems still challenging even to the advanced learners. However, it was also suggested that once EFL learners notice incongruent collocations as valid ones and store them in their L2 mental lexicon, they may be able to processing incongruent collocations as efficiently as native speakers, directly linking L2 collocation forms to their concepts independently of L1 mediation. (Hanyang University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"33 1","pages":"137-163"},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vowel clash avoidance in Korean: A unified approach to various phonological alternations","authors":"Sechang Lee","doi":"10.17250/khisli.33..201609.007","DOIUrl":"https://doi.org/10.17250/khisli.33..201609.007","url":null,"abstract":"본 연구는 사회복지서비스에 있어 생산성을 측정한 기존 연구들이 양적 측면과 질적 측면의 어느 한쪽에 치우쳐 있고 양자를 통합하여 분석하는 모델이 부족하다는 전제에서 자료포락분석(DEA) 기법을 이용하여 양적 효율성을 측정하였고, SERVQAUL 척도를 이용하여 서비스의 질을 측정하고 난 후, 양 기법을 종합하여 통합적으로 생산성을 분석하였다. 생산성 제고 차원에서 민간위탁과 직영의 형태로 나뉘어 운영되고 있는 서울특별시 여성발전센터를 사례로 분석한 결과, DEA와 SERVQUAL 기법을 이용한 양적 측면과 질적 측면뿐만 아니라 양자를 종합한 통합적 분석에서도 모든 센터가 양적 측면에서 효율적이었으며, 다만 직영형태의 센터의 경우 서비스의 질이 다소 낮은 것으로 나타났다.","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"33 1","pages":"165-185"},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A multifactorial analysis of particle placement in Korean EFL learners’ writings","authors":"Yong-hun Lee, 이규형, 김하응","doi":"10.17250/KHISLI.33..201609.005","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.005","url":null,"abstract":"","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"33 1","pages":"107-136"},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationships among metacognitive skills, listening, and academic reading in English as a foreign language","authors":"Hye K. Pae, Ra Sevcik, D. Greenberg, Sa Kim","doi":"10.17250/KHISLI.33..201609.001","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.001","url":null,"abstract":"Pae, Hye K., Rose A. Sevcik, Daphne Greenberg, and Sun-A Kim. 2016. Relationships among metacognitive skills, listening, and academic reading in English as a foreign language. Linguistic Research 33(Special Edition), 1-27. This study examined relationships among metacognitive skills, including inference, summarizing skills, fluency and memory, listening, and academic reading in English as a foreign language (FL). As a secondary analysis of the field test of the Pearson Test of English Academic, a total of 585 nonnative speakers’ academic language and reading skills were analyzed using confirmatory factor analysis. One-factor and four-factor models were tested using 12 observed variables and four latent constructs for structural equation modeling to establish a model of reading in English as an FL. The model of reading was tenable for nonnative speakers’ skills in English for academic purposes. Consistent with previous findings, listening skills were found to be important for reading skills. Other metacognitive skills, such as inference, summarizing, and fluency and memory, were also robust predictors of efficient academic reading. Of the given variables, the most dominant variable in FL reading for academic purposes was fluency and memory. (University of Cincinnati.Georgia State University.The Hong Kong Polytechnic University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"17 1","pages":"1-27"},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intravenous thrombolysis with rt-PA in stroke: experience of the moroccan stroke unit.","authors":"Naima Chtaou, Lamyae Rachdi, Aouatef El Midaoui, Zouhair Souirti, Nils Wahlgren, Mohammed Faouzi Belahsen","doi":"10.11604/pamj.2016.24.207.8815","DOIUrl":"10.11604/pamj.2016.24.207.8815","url":null,"abstract":"<p><p>The majority of strokes are due to blockage of an artery in the brain by a blood clot. Prompt treatment with thrombolytic drugs can restore blood flow before major brain damage has occurred. We report the case series of all patients who were treated with rt-PA at Stroke Unit of HASSAN II University hospital between 2010 and 2013. There were 52 patients treated with intravenous rtPA during the study period. The mean age was 63 years with the no gender predominance (sex ratio 1.02). Hypertension was the most common vascular risk factor (31%) and 17% of patients suffered from atrial fibrillation. 17 of 52 patients (32.7%) were treated within a 3 hours window of stroke onset and 35 of 52 (67.3%) patients were treated within 3-4.5 h. Twenty five patients (48%) had significant early improvements within 24 hours and twenty one (40.3%) patients had good outcomes at 3 months and fifteen patients (29%) died within the same period.</p>","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"35 1","pages":"207"},"PeriodicalIF":1.2,"publicationDate":"2016-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5072866/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64675631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Case-drop, left-branch extraction and multiplicity in the right-dislocation construction","authors":"Bum-Sik Park, Hyosik Kim","doi":"10.17250/KHISLI.33.2.201606.004","DOIUrl":"https://doi.org/10.17250/KHISLI.33.2.201606.004","url":null,"abstract":"Park, Bum-Sik and Hyosik Kim. 2016. Case-drop, left-branch extraction and multiplicity in the right-dislocation construction. Linguistic Research 33(2), 259-297. This paper investigates the Right-Dislocation Construction (RDC) in Korean. We provide some novel sets of data and discuss how these data could be dealt with by the main approaches to the RDC. The major part of the data is concerned with the multiplicity of appendices (or multiplicity of RDed elements) and the restrictions imposed on their distribution. We discuss the restrictions on the distribution of multiple appendices, focusing on the following three phenomena: Case/postposition-drop, the Clause-Mate Condition effect, and Left-Branch Extraction. It is observed that the distribution of multiple appendices becomes quite restricted when they are interrelated with these phenomena. We show that the restrictions present various argument in favor of the bi-clausal ellipsis approach to the RDC. Finally, we address the issue of island-(in)sensitivity in the RDC and their implications. (Dongguk University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"33 1","pages":"259-297"},"PeriodicalIF":0.6,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}