Potential L1 transfer effects in explicit and implicit knowledge of articles in L2 English

IF 0.9 Q2 LINGUISTICS Australian Review of Applied Linguistics Pub Date : 2022-10-07 DOI:10.1075/aral.21010.kim
Myeong Hyeon Kim, T. Ionin
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Abstract

This study investigates how L1-Korean L2-English learners perform with regard to articles in both explicit and implicit tasks. It also examines the role of L1-transfer from Korean demonstratives to English definites in L2 article production. 21 native English speakers and 27 adult intermediate L1-Korean L2-English learners were tested. The participants completed an elicited imitation task (EIT, implicit) and a forced-choice task (FCT, explicit). In the EIT, participants repeated sentences with and without articles, while stating whether the sentence matched the picture. In the FCT, participants chose the correct article for each item. The same sentences were used in both tasks. The results showed that in the FCT, learners were target-like in anaphoric contexts, supplying the, but very frequently overused a in non-anaphoric (bridging) contexts, suggesting that they equate definiteness with previous-mention. In the EIT, learners were less target-like than native speakers, yet the patterns of the two groups were similar. We consider possible explanations for the different results obtained in the two tasks.
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二语冠词外显和内隐知识的潜在母语迁移效应
本研究考察了l2 -韩国l2 -英语学习者在外显任务和内隐任务中冠词的表现。本文还探讨了韩语指示语向英语定义语的l1迁移在L2文章生成中的作用。21名英语母语者和27名成人中级l1 -韩国l2 -英语学习者进行了测试。参与者完成了诱导模仿任务(EIT,内隐)和强迫选择任务(FCT,外显)。在EIT中,参与者重复有冠词和没有冠词的句子,同时说明句子是否与图片相符。在FCT中,参与者为每个项目选择正确的文章。在两个任务中使用了相同的句子。结果表明,在FCT中,学习者在回指语境中表现为目标型,提供了“a”,但在非回指(桥接)语境中却经常过度使用“a”,这表明他们将确定性等同于前文提及。在EIT测试中,学习者比母语人士更不像目标,但两组的模式相似。我们考虑了在两个任务中获得不同结果的可能解释。
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来源期刊
CiteScore
2.70
自引率
8.30%
发文量
24
期刊介绍: The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
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