Input-Output Relation in Second Language Acquisition: Textbook and Learner Writing for Adult English-Speaking Beginners of Korean

Autor/inn/en	Shin, Gyu-Ho; Jung, Boo Kyung
Titel	Input-Output Relation in Second Language Acquisition: Textbook and Learner Writing for Adult English-Speaking Beginners of Korean
Quelle	In: Australian Review of Applied Linguistics, 45 (2022) 3, S.347-370 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Gyu-Ho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Role; Linguistic Input; Korean; Textbooks; Native Language; Second Language Learning; Second Language Instruction; Grammar; Teaching Methods; English; Undergraduate Students; Content Analysis; Essays; Writing Instruction; Introductory Courses; Cartoons; Error Patterns; Writing Evaluation + Suchen Sie Ihr Suchwort? Rollen; Sprachbildung; Koreanisch; Textbook; Text book; Schulbuch; Lehrbuch; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; English language; Englisch; Inhaltsanalyse; Essay; Aufsatzunterricht; Schreibunterricht; Einführungskurs; Zeichentrickfilm; Fehlertyp
Abstract	Studies on the role of input in L2 acquisition often estimate L2 input properties through L1 corpora and focus on L2-English. This study probes the initial stage of L2-Korean learning for adult English-speaking beginners of Korean to investigate input-output relations in the acquisition of L2 that is typologically different from English in a more direct manner. We specifically ask how L2 beginner input affects L2 beginner production with respect to Korean postpositions. For this purpose, we investigate how the beginners receive input regarding Korean postpositions from a textbook and to what extent the input characteristics are manifested in learner writing. We found that, whereas the presentation of certain postpositions in the textbook was generally reflected in learner writing, individual postpositions showed disparity in their use between the textbook and the writing. Implications of the findings are discussed in light of L1-L2 differences and how the textbook presents form-function pairings of these postpositions. (As Provided).
Anmerkungen	John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01