Input–output relation in second language acquisition: Textbook and learner writing for adult English-speaking beginners of Korean

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F22%3A6C9BPSRU" target="_blank" >RIV/00216208:11320/22:6C9BPSRU - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/61989592:15210/22:73604224

Výsledek na webu

<a href="https://www.jbe-platform.com/content/journals/10.1075/aral.20049.shi" target="_blank" >https://www.jbe-platform.com/content/journals/10.1075/aral.20049.shi</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1075/aral.20049.shi" target="_blank" >10.1075/aral.20049.shi</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Input–output relation in second language acquisition: Textbook and learner writing for adult English-speaking beginners of Korean

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Input–output relation in second language acquisition: Textbook and learner writing for adult English-speaking beginners of Korean

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

—

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Australian Review of Applied Linguistics [online]

ISSN

0155-0640

e-ISSN

1833-7139

Svazek periodika

45

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

AU - Austrálie

Počet stran výsledku

24

Strana od-do

347-370

Kód UT WoS článku

000722919900001

EID výsledku v databázi Scopus

2-s2.0-85115309216