Differences in Korean Learners' Acquisition of Causative Expressions: Focus on Learners' Proficiency Level

Autor/inn/en	Jeong, Hyeyun; Kim, Hojung
Titel	Differences in Korean Learners' Acquisition of Causative Expressions: Focus on Learners' Proficiency Level
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 8 (2023), Artikel 21 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-023-00192-7
Schlagwörter	Language Proficiency; Second Language Learning; Second Language Instruction; Sentence Structure; Korean; Grammar; Decision Making; Task Analysis; Morphology (Languages); Syntax; Native Speakers; Accuracy; Reading Rate; Reading Processes; Morphemes; Comparative Analysis; Verbs + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Satzbau; Satzstruktur; Koreanisch; Grammatik; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Morphology; Morphologie; Muttersprachler; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseprozess; Morphem
Abstract	This study examines the learning patterns of intermediate and advanced Korean learners in the acquisition of causative expressions according to their proficiency and the causative sentence type. We measured their grammatical knowledge using three types of grammaticality judgment tasks (GJTs) and self-paced reading tasks (SPRTs) differing in time limit and modality. We included the GJT A' score and reading time (RT) for SPRTs' target and spillover regions. The results showed that intermediate learners' accuracy for morphological and lexical causatives was lower than that for syntactic causatives, while advanced learners' accuracy for lexical causatives was lower than that for syntactic and morphological causatives. Learners showed a lower accuracy for timed written and aural GJTs than untimed GJT. In SPRT, learners took twice as long to process the target regions as native speakers and even longer to process spillover regions. Advanced learners had a longer RT. Learners had a low correct rate for causative suffix substitution and adjectival root questions, substitution questions on causative markers, and substitution questions on causee case postpositions in morphological, syntactic, and lexical causatives. Learners showed confusion with active sentences in lexical causatives. This study has implications for understanding causative expression acquisition for learners' proficiency levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01