Cross-linguistic Influence in the L2 Acquisition of Korean Case Particles by Japanese-Speaking and English-Speaking Learners: L1-L2 Proximity and Learner Perceptions.

Autor/inn/en	Brown, Lucien; Iwasaki, Noriko
Titel	Cross-linguistic Influence in the L2 Acquisition of Korean Case Particles by Japanese-Speaking and English-Speaking Learners: L1-L2 Proximity and Learner Perceptions.
Quelle	In: Electronic journal of foreign language teaching, 10 (2013) 2, S. 176-195 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen 8; Anmerkungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Partikel; Sprachstruktur; Vergleichende Analyse; Fremdsprachenunterricht; Englisch; Japanisch; Koreanischunterricht
Abstract	This study employs longitudinal data collected from multiple sources to investigate the acquisition of Korean case particles by 6 learners, 3 with an L1 that has case particles (Japanese) and 3 with an L1 without such a system (English), focusing both on group and individual factors. The findings show that L1-L2 proximity was only an advantage for the Japanese learners in some areas of particle acquisition, namely the use of delimiters (particles marking nominative, accusative, genitive, topic). In the use of postpositions (particles marking dative, locative, comitative, instrumental), the English learners were just as accurate. Also, the Japanese learners produced errors that appeared to result from L1 influence. Notably, they were less consistent than the L1 English learners in supplying particles in obligatory contexts. By interviewing the participants, the authors found that individual perceptions of proximity (on grammatical, phonological and lexical levels) and associated language use strategies were crucial in explaining the use of Korean particles by these learners. These results draw attention to the importance of individual learner perceptions and strategies in cross-linguistic influence. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2