Korean L2 Research Articles

Extended Use of Korean Negation Marker Ani in Early L1 Korean Development: A Case Study

Extended Use of Korean Negation Marker Ani in Early L1 Korean Development: A Case Study

Asymmetry in the Acquisition of Directed Motion Constructions in L2 Vietnamese A Comparative Study of Chinese and Korean Learners

This paper offers a comparative overview of the expression of directed motion constructions in Vietnamese, Chinese, and Korean, and explores the acquisition of these constructions by L1 Korean and L1 Chinese learners of Vietnamese, with a focus on the role of typological factors and language-specific morpho-syntactic properties in the acquisition process. This investigation not only provides valuable insights into the challenges faced by learners of L2 Vietnamese from diverse linguistic backgrounds but also enriches our understanding of the typology of motion events.

L2 Pragmatic Development in Constructing and Negotiating Contextual Meanings

Abstract The way in which L2 learners construct pragmatic and social meanings, including stances and identities, is emerging as an important research concern. In this study, we explore how L2 learners develop the ability to construct and negotiate pragmatic and social meanings, with a focus on meanings manifested in specific contexts, namely, contextual meanings. Specifically, we trace the development made by a group of 30 L2 Korean learners in their understanding of the contextual meanings of Korean first-person pronouns over the provision of L1- and L2-generated input and an awareness raising activity. Our findings reveal that provision of input of the underlying stereotypical meanings facilitated learners’ (re-)construction and negotiation of contextual meanings. The learners developed from oversimplistic form-meaning connections to more context-based and internally logical interpretations of contextual meanings, constructed new contextual meanings from the input, and agentively negotiated between the input and their existing indexical systems. The findings raise important pedagogical implications, including reconsideration of the assessment of pragmatic and sociolinguistic competence.

Linguistic influences on comprehensibility and accentedness in second language Korean speech

AbstractA considerable body of research has investigated the influence of linguistic variables on comprehensibility and accentedness in L2 speech. However, studies on this topic have overwhelmingly focused on L2 English, with little known about other L2s. This study investigated linguistic influences on accentedness and comprehensibility in L2 Korean. Participants included 198 L2 Korean speakers of varying proficiency levels and L1 and 82 L1 Korean listeners from South Korea. The speakers completed a monologic speaking task and their speech samples were coded for phonological, lexical, grammatical, and fluency variables. Listener ratings indicated speakers were perceived as more comprehensible than they were nativelike, but the correlation between the two was extremely strong (r = 0.90). Regression models using linguistic variables to predict comprehensibility and accentedness yielded R2 values of 0.71 and 0.65, respectively. Most linguistic variables had similar influences on comprehensibility and accentedness, with some notable exceptions: intonational phrasing errors and lexical diversity predicted comprehensibility, but not accentedness.

“In Banmal I Can Just Let My Freak Flag Fly”: Authenticity and Second Language Identity in Korean (Non-)Honorifics

ABSTRACT Honorifics are one of the most difficult aspects of Korean as a foreign language (KFL). Part of this difficulty stems from their highly cultural and indexical nature. Previous studies have shown that while these forms are difficult to acquire, second language (L2) Korean speakers use them in intentional and individual ways. However, studies have not shown how L2 speakers’ use of honorific and non-honorific language is, or is not, authentic to them. This study sought to analyze the relationship between authenticity and L2 identity through L2 Korean speakers’ use of honorific and non-honorific language. Through semi-structured interviews with 10 intermediate and advanced L2 Korean speakers, the results of this study reveal that identity is a mediating factor in authentic (non-)honorific language use. Based on participants’ identities, honorific forms were at times authentic and inauthentic whereas non-honorific forms were only described as authentic.

Undesirable Difficulty of Interleaved Practice: The Importance of Initial Blocked Practice for Declarative Knowledge Development in Low‐Achieving Adolescents

AbstractThis study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low‐achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English–L1 Korean paired‐associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A/A/A/B/B/B/C/C/C); the interleaving group practiced multiple words in sequence (e.g., A/B/C/A/B/C/A/B/C); and the hybrid group had both blocked and interleaved practice. Results revealed that (a) interleaved practice alone posed undesirable difficulty for low achievers, (b) blocked practice in the early learning phase facilitated the development of new declarative knowledge, and (c) hybrid practice produced more robust long‐term retention than blocking and interleaving. The findings are discussed in relation to real‐time processing accuracy, reaction time, coefficient of variation, and meaning recognition test outcomes. Additionally, I explore possible applications of these findings in developing optimal algorithm‐based software for vocabulary learning.

L2 Grit as a Predictor of L2 WTC and Foreign Language Anxiety - Focusing on L2 Korean Learners -

L2 Grit as a Predictor of L2 WTC and Foreign Language Anxiety - Focusing on L2 Korean Learners -

Developing Measures of L2 Korean Vocabulary Knowledge

Developing Measures of L2 Korean Vocabulary Knowledge

Differences in prominence-related acoustic measurements in L2 read speech as a function of L1 framing typology

Speech production in a non-native language is often influenced by their first language’s (L1) phonology. One factor that might affect their production prosodically is typological differences in event construal, specifically motion events. Building on this concept, prior studies on gestures and spontaneous speech show that how speakers frame motion events in their L1 can transfer to their second language (L2) through grammatical patterns. However, no study has looked at how L1-L2 differences in framing motion events may affect speakers’ L2 production prosodically. To explore whether those differences affect how L2 speakers prosodically produce motion events, this study collected read speech from two spoken corpora of L2 English learners. We chose L2 learners from different L1 backgrounds that differ in the way they grammatically construct motion events. English production from Korean and Turkish L1 speakers (which are typologically similar) were compared to that of L1 German speakers (which is typologically similar to English), along with productions by L1 English speakers. Duration and various acoustic measurements of pitch and intensity were extracted and analyzed. Results indicated some similarities among learners of the same typology along with differences between the L1 and L2 English speakers. Implications on conceptual transfer will be discussed.

An Empirical Evaluation of Lexical Diversity Indices in L2 Korean Writing Assessment

ABSTRACT Lexical diversity (LD) is an important indicator of second language lexical development. Much research has investigated LD indices, with a focus on learners of English. However, further research is needed in languages that are typologically distinct from English, such as Korean. In this study, we evaluated the reliability and validity of LD indices applied to argumentative writing produced by Korean learners. The results indicated that HD-D, MATTR, and MTLD were reliable across different text lengths and were correlated with holistic proficiency scores. However, the meaningful differences were found across Korean-specific tokenization types related to the way morphemes are processed.

Korean Syntactic Complexity Analyzer (KOSCA): An NLP application for the analysis of syntactic complexity in second language production

Given the lack of computational tools available for assessing second language (L2) production in Korean, this study introduces a novel automated tool called the Korean Syntactic Complexity Analyzer (KOSCA) for measuring syntactic complexity in L2 Korean production. As an open-source graphic user interface (GUI) developed in Python, KOSCA provides seven indices of syntactic complexity, including traditional and Korean-specific ones. Its validity was tested by investigating whether the syntactic complexity indices measured by it in L2 written and spoken production could explain the variability of L2 Korean learners’ proficiency. The results of mixed-effects regression analyses showed that all seven indices significantly accounted for learner proficiency in Korean. Subsequent stepwise multiple regression analyses revealed that the syntactic complexity indices explained 56.0% of the total variance in proficiency for the written data and 54.4% for the spoken data. These findings underscore the validity of the syntactic complexity indices measured by KOSCA as reliable indicators of L2 Korean proficiency, which can serve as a valuable resource for researchers and educators in the field of L2 Korean learning and assessment.

Enhancement of laryngeal contrasts in non-native English clear speech: a comparison between L2-immersed sequential bilinguals and L1-immersed speakers.

Clear speech, a speaking style used to mitigate communicative circumstances affecting the transmission or decoding of speech signal, often involves the enhancement of language-specific phonological contrasts, including laryngeal contrasts. This study investigates the role of language dominance in the implementation of language-specific laryngeal contrasts in L2 clear speech. Two groups of Korean-English speakers (L1 Korean) were tested: a relatively less Korean-dominant L2-immersed group of sequential bilinguals (N = 30) and a strongly Korean-dominant L1-immersed group (N = 30), with dominance assessed based on the results of the Bilingual Language Profile. Participants read a set of English minimal pairs differing in the voicing of word-initial stops (e.g., tab vs. dab), and their acoustic enhancement strategies were compared with those of native English speakers (N = 20). As correlates of the English laryngeal contrast, voice onset time (VOT) and onset f0 were measured. Results showed that both bilingual groups enhanced English laryngeal contrast in clear speech via voiceless VOT lengthening, similarly to native English speakers, but to a smaller extent than native speakers. Both bilingual groups also implemented a greater degree of onset f0 difference between voiced and voiced English stops than native English speakers did, although no enhancement of this parameter was observed in their clear speech. Surprisingly, no significant differences were found between L2- and L1-immersed speakers, suggesting a lack of language immersion effect on the acoustic enhancement strategies in L2 clear speech. We discuss possible explanations for this finding and propose directions for future research.

Structural Priming and Children’s Production of Causatives in L1 Korean

Structural Priming and Children’s Production of Causatives in L1 Korean

Acoustic properties of non-native clear speech: Korean speakers of English

The present study examined the acoustic properties of clear speech produced by non-native speakers of English (L1 Korean), in comparison to native clear speech. L1 Korean speakers of English (N=30) and native speakers of English (N=20) read an English word-list in casual and clear speaking styles. Analysis included clear speech correlates thought to be universal across languages (vowel space expansion and stressed vowel lengthening) and clear speech modifications believed to function in a languages-specific way (increased mean voice fundamental frequency and fo range and acoustic enhancement of English voicing contrast via voice onset time and onset fo). The results showed that across the two groups of participants clear speech was acoustically distinct from casual speech in every parameter. In addition, the presence and direction of the acoustic difference between the two speaking styles was largely the same for both native and non-native speakers. Nevertheless, non-native clear speech differed from native one in the magnitude of acoustic modifications. Specifically, L2 speakers implemented less vowel space expansion, less increase of mean fo, and less positive and negative VOT lengthening in clear speech than native speakers. Many, but not all differences between native and non-native clear speech could be attributed to the effect of participants’ L1, for example, lower functional load of VOT in the differentiation of Korean laryngeal categories and absence of pitch-dependent system of prosodic prominence in Korean. Overall, we conclude that Korean speakers were successful in producing native-like English clear speech, although the observed deviations in the extent of acoustic modifications suggest some reliance on L1-specific prosodic system and system of phonetic implementation and enhancement of phonological contrasts.

Korean-speaking Learners’ Production of Mandarin Non-low Back Vowels

Vowels are the main components of Chinese syllables, and in order to produce standard Chinese pronunciation, it is essential to accurately distinguish the pronunciation of vowel variants under different conditions. Korean-speaking learners often struggle with differentiating Chinese non-low back vowels, leading to pronunciation errors. Through Praat speech analysis of formant values for the pronunciation of Chinese non-low back vowels by six participants, Korean L2 Chinese speakers and L1 Chinese speakers’ vowel spaces were compared. It was found that the distinction between /ʅ / and /ɿ / was not very clear, with both vowels overall shifting closer to /i /. In terms of /u / and /o / pronunciation, Korean L2 Chinese speakers differentiated these two vowels mainly based on the value of F2, whereas L1 Chinese speakers primarily distinguished them by the difference in F1 values, indicating variations in tongue height. Furthermore, the F1 and F3 values for /ɣ / were higher for Korean L2 Chinese speakers, suggesting an incorrect interpretation of /ɣ / as a front vowel with slightly higher tongue position, whereas it should align closely with /o / in terms of height.

Feature Acquisition: Object Drop in L2 Spanish

Abstract This paper investigates the L2 acquisition of Spanish object drop by advanced learners whose L1s are English and Brazilian Portuguese, in order to assess effects on their knowledge of the interpretable and uninterpretable features conditioning the realization of object drop in their L2 Spanish. Object drop in Spanish is subject to semantic restrictions related to definiteness and specificity, as well as syntactic restrictions related to subjacency. Current debates about second language acquisition (SLA) have led to different hypotheses. On the one hand, the Interpretability Hypothesis/IH (Hawkins, Roger & Hajime Hattori. 2006. Interpretation of English multiple wh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research 22. 269–301) claims that uninterpretable features will not be completely acquired. On the other hand, the Feature Reassembly Hypothesis/FRH (Hwang, Sun Hee & Donna Lardiere. 2013. Plural-marking in L2 Korean: A feature-based approach. Second Language Research 29. 57–86; Lardiere, Donna. 2009. Some thoughts on the contrastive analysis of features in second language acquisition. Second Language Research 25. 173–227) does not distinguish between interpretable and uninterpretable features for the purposes of SLA, arguing that the difficulty of the acquisition task hinges on the required amount of feature reassembly from the L1 to the L2 lexicon. Finally, the Full Transfer/Full Access (FT/FA) (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72; Schwartz, Bonnie & Rex Sprouse. 2000. When syntactic theories evolve: Consequences for L2 acquisition research. In John Archibald (ed.), Second language acquisition and linguistic theory, 156–186. Malden, MA: Blackwell; White, Lydia. 2003. Second language acquisition and universal grammar. New York: Cambridge University Press) hypothesis treats SLA as equivalent to first-language acquisition, in terms of the potential for ultimate attainment. Both the FT/FA and the FRH are in principle compatible with full attainment in L2 acquisition. To assess these hypotheses, this study tests the L2 acquisition of the semantic and syntactic restrictions on Spanish object drop by learners whose L1 either lacks widespread object drop (English), or has regular object drop but realizes it differently from Spanish (Brazilian Portuguese). The Full Transfer/Full Access hypothesis seems to best explain the results of the two experiments.

외국인 아동의 L2 한국어 및 L3 영어 학습 동기 비교 연구

This comparative study investigates the motivation underlying second language (L2) Korean and third language (L3) English learning among immigrant children from multicultural families in South Korea. Utilizing a questionnaire developed by Jeon and Kim (2015), 56 participants provided their status of motivational constructs, including ideal L2/L3 self, ought-to L2/L3 self, instrumental motivation, motivated behavior, attitudes towards target languages, and integrative orientation. The results revealed divergent motivational patterns for L2 and L3 learning, influenced by factors such as gender, grade, and linguistic proximity. Further, integrative orientation surfaced as a crucial predictor for children’s intended learning efforts in both L2 and L3. Interviews with teachers who taught the participants L2 Korean and L3 English also supported the quantitative results. In accordance with previous studies, these findings underscored the dynamic nature of foreign language learners’ motivation. Taken together, this study suggests recognizing the distinct attributes of each motivational system and devising pertinent motivational strategies for L2 and L3 teaching.

Foreign accent in L1 (first language)

Abstract This study builds on Flege et al. (2006) and evaluated the influence of chronological age and length of residence in North America on degree of foreign accent in first language (L1) Korean by Korean adults and children in immigrant settings. The adult (A4/6) and child (C4/6) immigrants lived in the host countries for 4 or 6 years, respectively. Their Korean utterances were compared to those of age-matched controls in Seoul, Korea. The purpose was to examine the cross-linguistic influence of English on the degree of foreign accent in L1 Korean by the immigrants. Eighteen native-speaking judges rated four Korean utterances for overall degree of perceived foreign accent. Both adult and child immigrants were more strongly foreign accented than the controls. However, (1) stability of L1 Korean was greater (less foreign-accented) for the adult than child immigrants; and (2) there was no significant difference between the A4 and A6, and C4 and C6 groups. This suggests that by the time the Korean immigrants lived in North America for four years, they have diverged audibly from the predominantly monolingual speakers in Seoul. The results have implications for L1 maintenance/attrition and plasticity in spoken language processing.

Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean

Abstract The Complex Adaptive Systems Principles (CASP) model of SLA claims that L1 transfer results when language processing effort is minimized. This claim was investigated by a self-paced on-line sentence judgment task in which L1 Arabic and Korean speakers and a control group of L1 English speakers read and judged English subject, direct object, and oblique relative clauses (RCs) in gapped and resumptive pronoun (RP) conditions. It was hypothesized that L1 influence would cause the Arabic speakers to accept English RCs with RPs more frequently than Korean speakers because RPs are acceptable in Arabic direct object and oblique RCs, whereas Korean bans RPs in these RC types. It was also hypothesized that the L2 English speakers would accept RPs more often than the L1 English speakers because RPs would ease L2 sentence processing. As predicted, L1 Arabic speakers accepted RPs more frequently than L1 Korean speakers, a transfer effect, and both L2 English groups accepted RPs more frequently than L1 English speakers, a processing effect. The results thus support the CASP model’s claim that L1 transfer is conditioned by language processing and other complex SLA processes that interact with one another.

A Contrastive Interlanguage Analysis of Lexical Bundles in English as a Foreign Language Writing: L1 Chinese, Japanese, and Korean

Correct and register-appropriate use of frequently recurrent word sequences (e.g., lexical bundles) plays an important role in proficient linguistic output. However, second language (L2) writers’ use of these multiword items is still insufficiently understood, particularly in relation to the influence of first language (L1) background. This exploratory study analyzed a learner corpus of 420 argumentative essays to determine how lexical bundles were used by L2 English academic writers from 3 L1 backgrounds (Chinese, Korean, Japanese) to identify intra-group tendencies and intergroup production differences. A contrastive interlanguage approach identified unique tendencies related to functional categories and individual lexical bundles for each L1 group. Findings include relative overuse of text-oriented bundles by L1 Chinese writers, overuse of participant-oriented bundles by L1 Japanese writers, and a general tendency to underuse of lexical bundle types and tokens by L1 Korean writers of L2 English. Methodological and pedagogical implications of these findings are discussed. Lexical bundles(単語連鎖)のように高頻度で使用される語の連続を、適切に、正しいレジスターで用いることは、熟練した言語の産出に不可欠である。しかし、第二言語学習者によるその使用の実態は、特に母語の影響との関連では十分に理解されていない。本研究では、420の学術的文章からなるコーパスの分析を通して、母語背景(中国語、韓国語、日本語)をもつ英語の第二言語学習者によるlexical bundlesの使用を調べ、母語集団内の傾向や集団間でのその産出の違いを明らかにする。対照中間言語分析によって、談話機能や個別のlexical bundlesに関して、各母語集団独自の傾向があることがわかった。研究の成果として、中国語母語の書き手がテキスト志向のbundlesを、日本語母語の書き手が参与者志向のbundlesを、それぞれ比較的多用する傾向があることや、一般に韓国語母語の書き手にはlexical bundlesのタイプやトークンの使用頻度が低い傾向がみられることを示す。これらの方法論的・教授法的含意についても論じる。