L2 textbook input and L2 written production: A case of Korean locative postposition-verb construction

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F22%3A73614140" target="_blank" >RIV/61989592:15210/22:73614140 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.degruyter.com/document/doi/10.1515/iral-2022-0028/html" target="_blank" >https://www.degruyter.com/document/doi/10.1515/iral-2022-0028/html</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/iral-2022-0028" target="_blank" >10.1515/iral-2022-0028</a>

Jazyk výsledku

angličtina

Název v původním jazyce

L2 textbook input and L2 written production: A case of Korean locative postposition-verb construction

Popis výsledku v původním jazyce

This study investigates how L2 learners of Korean in foreign language-learning environments manifest the target knowledge as a function of various factors surrounding the learners (e.g., L2 textbook input, language-specific properties, general language-use experience in class), specifically concerning the learners’ written production of the postposition–verb pair in a locative postposition–verb construction. For this purpose, we analyze two textbook types and learner writing from two L1 groups, focusing on postposition/verb use, Type–Token Ratio, and keyness. We find some meaningful relationships, but also inconsistencies, between L2 textbook input and L2 written production regarding this construction. We discuss implications of the findings with respect to how L2 knowledge is shaped at the interface of L2-textbook characteristics, language-specific properties involving the target knowledge, learners’ L1, and general language-use experience in class. Based on the results, we also discuss pedagogical implications, with emphasis on (methods and technologies of) utilizing the existing corpora for instructional purposes.

Název v anglickém jazyce

L2 textbook input and L2 written production: A case of Korean locative postposition-verb construction

Popis výsledku anglicky

This study investigates how L2 learners of Korean in foreign language-learning environments manifest the target knowledge as a function of various factors surrounding the learners (e.g., L2 textbook input, language-specific properties, general language-use experience in class), specifically concerning the learners’ written production of the postposition–verb pair in a locative postposition–verb construction. For this purpose, we analyze two textbook types and learner writing from two L1 groups, focusing on postposition/verb use, Type–Token Ratio, and keyness. We find some meaningful relationships, but also inconsistencies, between L2 textbook input and L2 written production regarding this construction. We discuss implications of the findings with respect to how L2 knowledge is shaped at the interface of L2-textbook characteristics, language-specific properties involving the target knowledge, learners’ L1, and general language-use experience in class. Based on the results, we also discuss pedagogical implications, with emphasis on (methods and technologies of) utilizing the existing corpora for instructional purposes.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING

ISSN

1613-4141

e-ISSN

—

Svazek periodika

62

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

31

Strana od-do

539-569

Kód UT WoS článku

000862480200001

EID výsledku v databázi Scopus

2-s2.0-85139832261