Korean Learners Of English Research Articles

Acoustics of the alignment of narrow focus prosody and lexical stress in native and nonnative English productions.

This study examined the acoustic correlates of the alignment between lexical stress and narrow focus prosody in English and investigated how this alignment is learned by second language learners whose native language is prosodically distinct from English. A production experiment was conducted where native English speakers and Korean learners of English were asked to read aloud sentences with a narrow focus on trisyllabic words with various stress patterns (e.g., ánimal, Novémber, submaríne). In the native English productions, the stressed syllables were characterized by either a rising F0 contour (for word-initial stress) or increased periodic energy (for word-medial and -final stress). The Korean speakers (KSs) produced stressed syllables with a rising F0 contour regardless of stress position, differing from the native speakers, and they exhibited greater periodic energy for word-medial and -final stressed syllables, similar to the native speakers. In addition, the KSs with higher English proficiency showed more native-like patterns by exhibiting a post-focus F0 drop immediately after word-initial stressed syllables. These findings are discussed in the context of existing literature and potential factors contributing to the challenges observed in L2 prosody learning.

Comparative Study of Stress Clash Resolution by English Native Speakers and Korean Learners of English

Comparative Study of Stress Clash Resolution by English Native Speakers and Korean Learners of English

Awareness, Perception, and Production of English Lexical Stress by Korean Learners of English

Awareness, Perception, and Production of English Lexical Stress by Korean Learners of English

Cross-Linguistic Priming Effects on Lexical Items and Grammatical Case Features in Korean Learners of English

Cross-Linguistic Priming Effects on Lexical Items and Grammatical Case Features in Korean Learners of English

Effects of Online and Offline Tutor Interactions on Student Revision : Focusing on Korean Learners of English

Effects of Online and Offline Tutor Interactions on Student Revision : Focusing on Korean Learners of English

The Relationship Between Learning Style and Self-Directed Learning Ability of Korean University Students in Online English Classes

The purpose of this study is to investigate how Korean English learners’ self-directed learning ability varies depending on their learning style and to find out the relationship between their learning style and self-directed learning ability in asynchronous online English classes. The research was implemented for 15 weeks with 66 Korean university students. This study classified students into four learning styles of KLSI 3.1, and examined what changes were made in self-directed learning ability for each style. The results were as follows. First, all of the students with diverging, accommodating, converging, and assimilating learning styles improved their self-directed learning ability. The ranking of learning styles with high improvement in self-directed learning ability was in the order of accommodating, diverging, converging, and assimilating. Second, there was a statistically significant difference in the improvement of self-directed learning ability between diverging and accommodating, and between accommodating and assimilating. Third, among the seven factors of self-directed learning ability, four factors, Zeal for Learning, Voluntary Planning, Future Orientation, and Original Approach showed significant differences in the degree of improvement by learning styles. These findings indicate that teachers should consider learners with various learning styles to promote their self-directed learning abilities in asynchronous online English classes.

Production of Lexical and Phrasal Stress by Native Speakers and Korean Learners of English

Production of Lexical and Phrasal Stress by Native Speakers and Korean Learners of English

Pragmatic Influence in Processing L2 English Reflexive Pronouns by Korean Learners of English

Pragmatic Influence in Processing L2 English Reflexive Pronouns by Korean Learners of English

Null Subject Sentences in ‘Because’ Subordinate Clauses and L1 Transfer in English Writing by Korean Learners of English

The null subject parameter holds significant implications for L1 transfer in language acquisition. English learners whose native language permits null subject sentences often exhibit a tendency to omit subjects in their English expressions (Tati, 2021). This research investigates whether Korean English as a Foreign Language (EFL) learners demonstrate a similar inclination toward using null subject sentences in their English writing. This inquiry is particularly pertinent as Korean, akin to Italian, Spanish, and Portuguese, is characterized by subject-drop features. Moreover, the study endeavors to elucidate the impact of the topic-prominence feature in Korean on the writing proficiency of Korean learners of English. To achieve these objectives, a thorough analysis was conducted on 20 compositions written by advanced EFL learners enrolled in an all-English University Program in South Korea. The error analysis revealed that 16 students consistently made subject-omission errors, with a pronounced frequency in subordinate clauses introduced by ‘because.’ Intriguingly, these learners also employed fragment ‘because’-clauses as a means to organize information in a topic-comment structure. This study contributes valuable insights into the manifestation of L1 transfer in the writing skills of Korean EFL learners and highlights the nuanced ways in which topic-prominence influences their English language performance.

Investigating Challenges in ECM Constructions Among Korean English Learners

Investigating Challenges in ECM Constructions Among Korean English Learners

등위접속사 사용의 두 가지 두드러진 오류와 교사들의 인식

This study investigated the frequencies and errors of English coordinating conjunctions used by Korean learners of English in their writing. Middle school second graders (N=120) participated in two writing tasks: a travel essay and an observation essay. All coordinating conjunctions were observed in the writing samples and analyzed according to their usages and error patterns. In addition, thirty secondary-school teachers were asked to identify sentences with grammatical errors. The results showed the following. Among seven coordinators and, but and so were used most frequently. The prominent errors were coordinating conjunctions used at the beginning of a sentence and incorrect uses of comma associated with coordinating conjunctions used. Even teachers made these errors presumably in the absence of their own knowledge about prescriptive rules on coordinating conjunctions.

Processing of Shakespearean functional shift as a semantic anomaly in L2 English: Evidence from an ERP study

Functional shift, a productive word formation in English, converts the functional status of a word without changing its form. A previous event-related potential study reported that functional shift elicited left anterior negativity (LAN) and P600 effects in first language processing, suggesting that shifted words triggered syntactic processes in native English speakers. Using the same materials and experimental methods, this study investigated the processing of functional shift in English as a second language, asking Korean learners of English to make acceptability judgments of sentences containing a functional shift, a semantic incongruity, a double violation, or no violation. The results revealed that functional shift elicited significant N400 effects, indicating that Korean participants processed functionally shifted words as semantic anomalies. Our finding points to the possibility that the mental representation of functional shift differs in L1 and L2.

The validation crisis in the L2 motivational self system tradition

AbstractConcerns have recently been raised about the validity of scales used in the L2 motivational self system tradition, particularly in relation to sufficient discriminant validity among some of its scales. These concerns highlight the need to systematically examine the validity of scales used in this tradition. In this study, we therefore compiled a list of 18 scales in widespread use and administered them to Korean learners of English (N = 384). Testing the factorial structure of these scales using multiple exploratory and confirmatory factor-analytic criteria revealed severe discriminant validity issues. For example, the ideal L2 self was not discriminant from linguistic self-confidence, suggesting that participant responses to such ideal L2 self items is not driven by actual–ideal discrepancies as previously presumed but more likely by self-efficacy beliefs. We discuss these results in the context of the need to encourage systematic psychometric validation research in the language motivation field.

Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes

The goal of the current study is twofold: (1) to demonstrate how to design authentic blog-posting tasks for Korean learners of English as a foreign language (EFL); and (2) to compare traditional (textbook-based) and task-based instruction in Korean high school students’ learning of advice-giving strategies in English. Fifty high school students in Korea were assigned to either a traditional or a task-based instruction condition. The traditional group was taught advice-giving strategies using their required textbook. For the task-based instruction group, advice-giving tasks were designed simulating online Q&A communities. Participants were asked to read other high school students’ blogs about their personal concerns and respond to the concerns by posting their advice in a forum. Both groups completed a background survey, a pretest, instructional treatment (a textbook exercise for the traditional condition and individual advice-giving tasks for the task-based condition), a reflection survey, and immediate and delayed posttests over three months. Both groups’ pretest/posttest responses were analysed in terms of the occurrence of advice-giving strategies (e.g. expressing sympathy) based on existing coding frameworks and what students produced. In addition, linguistic forms in each strategy were coded for syntactic complexity (e.g. bi-clausal or mono-clausal constructions). The frequency of different advice-giving strategies and linguistic forms on posttests was compared between the two groups, and between the pretest and posttests for each group. The results showed that the task-based group outperformed the traditional group on the immediate posttest only. However, both groups demonstrated significant gains in advice-giving knowledge at the immediate posttest, and the learning was sustained for 8 weeks. In terms of learning complex constructions of advice-giving head acts (i.e. bi-clausal constructions), there were immediate learning benefits for the task-based group only.

Model‐based feedback for L2 writing revision: The role of vocabulary size and language aptitude

AbstractAlthough the utility of model‐based feedback is well documented, little is known about which factors modulate its effectiveness. The current study investigated the extent to which learner differences in receptive and productive vocabulary sizes, as well as differences in their language aptitude (measured by the LLAMA test), mediated the effects of using models as a written corrective feedback (WCF) tool. Sixty Korean learners of English (ages 18–21) were divided into an experimental and a control group. They all completed an argumentative writing task. Before revising their texts, the experimental group received model texts to compare their first draft, while the control group self‐corrected their errors without a model. Subsequently, all 60 participants took the LLAMA and vocabulary size tests. The model group's revisions showed significant improvements in vocabulary, content, and organization compared to the control group. The results also showed that learners’ receptive and productive vocabulary sizes significantly predicted the effectiveness of model‐based feedback.

Korean Learners of English in ELF Context: Their Perception of Impolite Discourse

Korean Learners of English in ELF Context: Their Perception of Impolite Discourse

The perception–production link varies with stages of L2 development and vowel properties

Abstract This study investigates whether the perception–production link in phonological acquisition varies with stages of L2 development. It also examines whether the perception–production link for L2 vowels varies according to vowel properties, or whether the L2 vowels match or mismatch with L1 vowels. Korean learners of English in the UK were divided into more experienced and less experienced groups based on age of arrival and length of residence. The learners completed English vowel production, English vowel identification, and English–Korean vowel mapping tasks with English words (e.g., beat, bot). The intelligibility of their production and the accuracy of their vowel identification were assessed. Results show that only the more experienced learners’ perception and production were significantly correlated. Among L2 Standard Southern British English vowels similar to L1 Korean vowels (/i, ʌ, u/) only /i/ showed a significant correlation between perception and production, while among L2 vowels dissimilar to L1 vowels (/eɪ, ɘʊ, ɑ, ɒ/) only /ɑ/ showed a negative correlation, indicating that the correlation varied with vowel properties. The study contributes to the L2 phonological acquisition literature by exploring the perception–production link in terms of different stages of L2 development and L2 vowel properties.

Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning

High phonotactic probabilities are known to exert a facilitative effect on word learning in children and adults in their first language. The present study was designed to investigate the role of phonotactic probabilities when learning a foreign language. Focusing on Austrian and Korean learners of English, we investigated two hypotheses related to phonotactic frequency effects: (1) High-frequency segments have more deeply entrenched phonetic representations, with more automatized pronunciation patterns, rendering phonetic learning of homophonous segments more difficult; (2) High-frequency segments are associated with higher phonetic variability in the first language, which can facilitate phonetic learning in a foreign language. Additionally, the locus of phoneme/ bigram frequency effects was analyzed in relation to left-branching and right-branching syllable structure in German and Korean. We found that proximity to English voice-onset time is correlated with phoneme and bigram frequencies in the first language, but results varied by learner group. Sub-syllabic segmentation of the first language was also shown to be an influential factor. Our study is grounded in research on frequency effects and combines its central premise with phonetic learning in a foreign language. The results show a tight relationship between first language statistical probabilities and phonetic learning in a foreign language.

Factors affecting the formation of foreign language anxiety: Focusing on Korean EFL learners with high proficiency test scores

This study aimed to describe the factors contributing to anxiety in Korean English learners who scored high on English tests. Semi-structured interviews were conducted with five Korean adult Foreign Language (EFL) learners who received high scores in English proficiency test. Through the interviews, it was revealed that Korean English learners with high scores acknowledged English as Lingua Franca, a language for communication. However, at the same time, they confessed that they perceived that English as a kind of ideology in Korean society. They opined that English contributed to dividing society into social classes because they could not get into the school or job they wanted if their English skills were not enough. Their experiences further caused anxiety and uncomfortable feelings about English. Based on this, this study suggested that the position of socially dominant English is contributing to the cause of anxiety about English among Korean English learners with a certain level of achievement. It was suggested that the anxiety in Korean English learners should be approached from a social perspective beyond personal factors such as individual achievements and characteristics. (179)

Effect of a Cognitive Diagnosis Model-Based Feedback in an English Writing Class: Focusing on Korean English Learners*

Effect of a Cognitive Diagnosis Model-Based Feedback in an English Writing Class: Focusing on Korean English Learners*