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Effects of Task-Induced Involvement Load and Working Memory on Korean High School Students’ Second Language Vocabulary Learning 任务诱发涉入负荷和工作记忆对韩国高中生第二语言词汇学习的影响
Language research Pub Date : 2021-04-30 DOI: 10.30961/LR.2021.57.1.143
Ok-Hee Lee, Sang-Ki Lee
{"title":"Effects of Task-Induced Involvement Load and Working Memory on\u0000 Korean High School Students’ Second Language Vocabulary\u0000 Learning","authors":"Ok-Hee Lee, Sang-Ki Lee","doi":"10.30961/LR.2021.57.1.143","DOIUrl":"https://doi.org/10.30961/LR.2021.57.1.143","url":null,"abstract":"This study investigated the effects of task-induced involvement load and working memory on Korean high school English learners' vocabulary acquisition and long-term retention. Sixty-six students were divided into three groups and experienced three different tasks that differed in terms of their involvement load: 1) gap-filling, 2) unscrambling sentences, and 3) writing original sentences. Each group took a post-vocabulary test comprising two subtests―form recognition and meaning recognition―immediately after the treatment and one week later. Results showed that the students who performed the task of writing original sentences, which was assumed to have the highest involvement load, gained the highest scores in the immediate meaning recognition test. Further, working memory of the students had a weak but statistically significant correlation with the short-term learning of both form and meaning and the long-term retention of meaning. More detailed findings are presented along with suggestions for pedagogy and future research.","PeriodicalId":89433,"journal":{"name":"Language research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45513094","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}
引用次数: 1
Evidence for ‘like’ as a Focus Marker “赞”作为焦点标记的证据
Language research Pub Date : 2021-04-30 DOI: 10.30961/LR.2021.57.1.1
Kent D. Lee
{"title":"Evidence for ‘like’ as a Focus Marker","authors":"Kent D. Lee","doi":"10.30961/LR.2021.57.1.1","DOIUrl":"https://doi.org/10.30961/LR.2021.57.1.1","url":null,"abstract":"Several functions have been proposed for the colloquial discourse particle like . This paper examines possible evidence for like as a focus marker. While this hypothesis seems plausible, it has been posited with insufficient definition or detail regarding the type of focus involved. It is also not clear how this aligns with other likely functions proposed for this discourse particle: for example, as a hedge marker or an approximator. This paper reports on a preliminary empirical study with small sets of conversational data of spoken colloquial American English. Its syntactic patterns and pragmatic usage suggest that like is used in a manner comparable to that of additive focus markers, exemplifiers, and other discourse markers. In such cases, it can function as an additive focus marker of indirect contrast, in addition to its well attested use as a hedge marker. Sentence-initial it’s like may have similar properties. Analyzing like as an additive marker allows for reconciliation of its various proposed functions by treating it as a multifunctional marker. The findings also indicate many avenues for further research.","PeriodicalId":89433,"journal":{"name":"Language research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47210803","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}
引用次数: 0
A Study of Internally-Headed RCs Focusing on the Formal Restrictions and the Semantic Extension to Adverbial Clauses 以形式限制和对状语从句的语义扩展为中心的内头对照研究
Language research Pub Date : 2021-04-30 DOI: 10.30961/LR.2021.57.1.51
Ji-Eun Lee
{"title":"A Study of Internally-Headed RCs Focusing on the Formal\u0000 Restrictions and the Semantic Extension to Adverbial Clauses","authors":"Ji-Eun Lee","doi":"10.30961/LR.2021.57.1.51","DOIUrl":"https://doi.org/10.30961/LR.2021.57.1.51","url":null,"abstract":"This study aims to examine subordinate clauses marked by ‘-un kesi’ and ‘-un kesul’, which function as internally-headed RCs and adverbial clauses. It begins by surveying the restriction in the formation of internally-headed RCs and describes how this restriction connects to the semantic extension of internallyheaded RCs to adverbial clauses. A search is then conducted for examples of subordinate clauses marked by ‘-un kesi’ and ‘-un kesul’ when they function as adverbial clauses. The result shows formal and semantic similarities to the internally-headed RCs. This study contributes to further understanding of the grammaticalization of ‘-un kesi’ and ‘-un kesul’ by mapping the semantic function of the subordinate clauses marked by ‘-un kesi’ and ‘-un kesul’.","PeriodicalId":89433,"journal":{"name":"Language research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43660879","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}
引用次数: 0
On the Distribution of Missing Arguments and Adjuncts under the Pro Approach 关于Pro方法下缺失论点和辅助词的分布
Language research Pub Date : 2021-04-30 DOI: 10.30961/LR.2021.57.1.111
Hee-Don Ahn, Sungeun Cho
{"title":"On the Distribution of Missing Arguments and Adjuncts under the Pro\u0000 Approach","authors":"Hee-Don Ahn, Sungeun Cho","doi":"10.30961/LR.2021.57.1.111","DOIUrl":"https://doi.org/10.30961/LR.2021.57.1.111","url":null,"abstract":"This paper focuses on different behaviors of missing arguments and adjuncts. More specifically, this paper shows that interpretations of missing arguments can be freely recovered regardless of their environments while those of missing adjuncts can be recovered in very restricted environments. With respect to this difference, we suggest that missing arguments are syntactically present as silent forms. Hence, their interpretations are relatively less influenced by pragmatic processes. We also suggest that missing adjuncts can be classified into two types. Adjunct reading of one type is obtained through mandatory pragmatic enrichment processes like saturation, and that of the other type is obtained through optional free pragmatic enrichment. Hence, interpretations of missing adjuncts are more influenced by context. We further show that the analysis advanced here can provide a solid explanation for the data pointed out by Yim (2020). We also discuss some advantages of pronoun analysis in comparison to argument ellipsis analyses and Verb-Stranding VP ellipsis analyses.","PeriodicalId":89433,"journal":{"name":"Language research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69267950","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}
引用次数: 2
Binding Conditions of English Reflexives and Pronouns in the ICE-USA ICE-USA中英语反身代词的约束条件
Language research Pub Date : 2020-12-31 DOI: 10.30961/LR.2020.56.3.287
Ji-hye Kim, Soojin An, Ahreum Jung
{"title":"Binding Conditions of English Reflexives and Pronouns in the\u0000 ICE-USA","authors":"Ji-hye Kim, Soojin An, Ahreum Jung","doi":"10.30961/LR.2020.56.3.287","DOIUrl":"https://doi.org/10.30961/LR.2020.56.3.287","url":null,"abstract":"This study investigates how the syntactic and pragmatic conditions on the distributions of English reflexives and pronouns are reflected in the International Corpus of English (ICE) – USA corpus. The study attempted to compare different theoretical approaches to binding phenomena – Standard Binding Theory (SBT), HPSG-based Binding Theory and Logophoricity theory – in their predictions. 1,500 English sentences were extracted from ICE-USA corpus to be encoded with 8 syntactic-pragmatic factors related to the binding conditions of reflexives/pronouns. The results demonstrated the following: i) English reflexives and pronouns were mostly in complementary distribution; ii) English reflexives showed apparent cases of LD-exempt/discourse binding; iii) Structural constraints such as c-command and binding domain were rarely violated with reflexives having sentential antecedents; iv) Outside the syntactic domain, proper logophoric conditions for licensing the LD-reflexives were observed. The results call for incorporation of discourse-pragmatic analysis with syntactic approaches to explain various binding phenomena.","PeriodicalId":89433,"journal":{"name":"Language research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49661401","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}
引用次数: 1
“Can You Recommend a Good Lecturer for a Beginner?”: Korean Students’ Perceptions of the College Admission Essay Test “你能为初学者推荐一位好的讲师吗？”：韩国学生对大学入学论文测试的看法
Language research Pub Date : 2020-12-31 DOI: 10.30961/LR.2020.56.3.359
Subeom Kwak
{"title":"“Can You Recommend a Good Lecturer for a Beginner?”: Korean Students’\u0000 Perceptions of the College Admission Essay Test","authors":"Subeom Kwak","doi":"10.30961/LR.2020.56.3.359","DOIUrl":"https://doi.org/10.30961/LR.2020.56.3.359","url":null,"abstract":"Writing has become an essential aspect of secondary education across the world. The college admission essay exam, a high-stakes test, has a strong influence on students’ understanding and notions of “good” writing. College admission essay tests in South Korea have been developed by Korean universities to measure Korean senior high school students’ level of argumentative writing skills. While research on writing in mother tongue contexts has traditionally focused on local experiences, writing studies on learners’ views and their affective factors have emerged recently in response to educational and contextual factors. Thus far, however, not enough attention has been paid to Korean students’ perceptions of college admission essay tests. To fill this research gap, this study explores Korean high school students’ perceptions of effective ways to learn writing and the challenges they face during test preparation and/or testing situations. From these explorations, the study draws important implications for writing instruction. After analyzing 3,440 postings from an online forum, the study’s findings reveal the underlying components of learning to write in preparation for these high-stakes tests: 1) add-on and after-school learning; 2) formulaic forms; and 3) concerns regarding the tests’ complex policies and standards. These findings contribute to a growing body of literature on writing studies while also shedding light on our own assumptions about the teaching and learning of secondary writing through an exploration of learners’ perspectives.","PeriodicalId":89433,"journal":{"name":"Language research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44290609","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}
引用次数: 0
Comprehension Analysis on the Discourse Marker Function of English -ly Type Epistemic Stance Adverbials 英语型认知状态副词语篇标记功能的理解分析
Language research Pub Date : 2020-12-31 DOI: 10.30961/LR.2020.56.3.383
Youra Lee, Seok-Hoon You
{"title":"Comprehension Analysis on the Discourse Marker\u0000 Function of English -ly Type Epistemic Stance Adverbials","authors":"Youra Lee, Seok-Hoon You","doi":"10.30961/LR.2020.56.3.383","DOIUrl":"https://doi.org/10.30961/LR.2020.56.3.383","url":null,"abstract":"English -ly adverbials (LY) with epistemic modality are frequently used as discourse markers (DM) in spoken language. In this paper, LY DM is defined as an epistemic stance marker. The experiment for this study aims to analyze Korean EFL learners' comprehension of LY used as a DM on the basis of the hypothesis that they would perceive LY differently from how English native speakers perceive them. In order to conduct the experiment, previous studies on DMs were thoroughly examined to establish the theoretical framework. Based on the framework, the Discourse Marker Interpretation Test (DMIT) was designed. The research data collected through the test were analyzed using quantitative methods. Additionally, interviews were conducted to supplement the interpretation of the research results. The experiment mainly determined that, unlike English native speakers, who properly interpreted LY with their DM function, Korean EFL learners are inclined to interpret LY used as DMs simply with their lexical meanings (the dictionary definition). Results suggest that there is a high possibility for Korean EFL learners to commit more errors when encountering LY DMs.","PeriodicalId":89433,"journal":{"name":"Language research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41708331","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}
引用次数: 0
Exploring the effects of self-esteem in FLE education 探讨自尊在外语教育中的作用
Language research Pub Date : 2020-12-31 DOI: 10.30961/LR.2020.56.3.407
En-Jung Kim
{"title":"Exploring the effects of self-esteem in FLE\u0000 education","authors":"En-Jung Kim","doi":"10.30961/LR.2020.56.3.407","DOIUrl":"https://doi.org/10.30961/LR.2020.56.3.407","url":null,"abstract":"The purpose of this study is to examine the effects of “self-esteem,” which has not been highlighted in FLE education so far, as one of the emotions that must be considered for the development of effective communication competence. The study was done in two aspects: “building self-esteem” and “inducing communication motivation.” The meaning and function of emotions in foreign language education, as well as the concept of self-esteem at the center of discussion and its function were examined through the analysis of previous studies. Next, four self-esteem-building activities for use in French language classes were proposed, and research methods to explore their effects were discussed. The effects of these four self-esteem-building activities were comprehensively analyzed and examined in two aspects mentioned previously and the implications of the results for FLE education were reviewed. Finally, several proposals based on these implications were suggested.","PeriodicalId":89433,"journal":{"name":"Language research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46493891","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}
引用次数: 0
Constraints on the Perfective [V-ko (iss-)] in Korean:With Reference to a Present State Reading 韩语完成时[V-ko (iss-)]的限制:基于现在状态阅读
Language research Pub Date : 2020-12-31 DOI: 10.30961/LR.2020.56.3.309
Hee-Rahk Chae
{"title":"Constraints on the Perfective [V-ko\u0000 (iss-)] in Korean:With Reference to a Present State\u0000 Reading","authors":"Hee-Rahk Chae","doi":"10.30961/LR.2020.56.3.309","DOIUrl":"https://doi.org/10.30961/LR.2020.56.3.309","url":null,"abstract":"Korean [ … V -ko iss- ] is ambiguous between progressive and resultative meanings. We assume that it is ambiguous in three ways: P(rogressive)-reading, R(esultative)-reading and p(seudo)-R-reading constructions. These constructions allow different sets of predicates in the [ … V] position. Most previous analyses agreed that telic predicates are responsible for the (traditional) resultative reading. However, this telicity condition does not adequately predict the occurrence of the reading: i) p-R predicates are not necessarily telic, and ii) not all telic predicates can trigger the R construction. The aim of this paper is to provide a set of constraints operating on the R construction under the understanding that p-R predicates should be excluded in advance. First, only those telic predicates that can indicate a present state in their past tense form can trigger the R construction. In addition, we show the need to posit two more constraints: a syntactic/semantic constraint and a pragmatic constraint. We further show that the present approach based on these new observations can properly characterize the R construction while excluding the P and p-R constructions. In dealing with the present state reading, we face the recalcitrant phenomenon of a theta role change in the subject of the predicate concerned.","PeriodicalId":89433,"journal":{"name":"Language research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43247572","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}
引用次数: 0
A Corpus-based Analysis of Collocations in Korean Middle and High School English Textbooks 基于语料库的韩国中学英语教材搭配分析
Language research Pub Date : 2020-12-31 DOI: 10.30961/LR.2020.56.3.437
Young Shin Kim, Sun-Young Oh
{"title":"A Corpus-based Analysis of Collocations in Korean Middle and High\u0000 School English Textbooks","authors":"Young Shin Kim, Sun-Young Oh","doi":"10.30961/LR.2020.56.3.437","DOIUrl":"https://doi.org/10.30961/LR.2020.56.3.437","url":null,"abstract":"This study analyzed collocations in Korean middle and high school English textbooks based on the 2015 revised national curriculum. All 1,718 nouns from the curriculum wordlist were selected as node words and paired with their collocates statistically verified using a billion-word reference corpus to better represent the existing lexical syllabus. The analysis revealed that collocation density was higher in the textbooks, with readers encountering one collocation per 16–17 words. However, collocations in the textbooks showed insufficient repetition and a narrower range of association strength. Fewer repetitions and a limited collocational repertoire led to a weaker correlation between the two variables. This suggests that Korean learners may not benefit enough from frequent encounter to consolidate their lexical knowledge or distinguish different collocational strength levels. These findings call for considering the level of repetition and association strength of collocations in developing the English curriculum and materials.","PeriodicalId":89433,"journal":{"name":"Language research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47400588","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}
引用次数: 0
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