{"title":"Potential L1 transfer effects in explicit and implicit knowledge of articles in L2 English","authors":"Myeong Hyeon Kim, T. Ionin","doi":"10.1075/aral.21010.kim","DOIUrl":null,"url":null,"abstract":"\n This study investigates how L1-Korean L2-English learners perform with regard to articles in both explicit and\n implicit tasks. It also examines the role of L1-transfer from Korean demonstratives to English definites in L2 article production.\n 21 native English speakers and 27 adult intermediate L1-Korean L2-English learners were tested. The participants completed an\n elicited imitation task (EIT, implicit) and a forced-choice task (FCT, explicit). In the EIT, participants repeated sentences with\n and without articles, while stating whether the sentence matched the picture. In the FCT, participants chose the correct article\n for each item. The same sentences were used in both tasks. The results showed that in the FCT, learners were target-like in\n anaphoric contexts, supplying the, but very frequently overused a in non-anaphoric (bridging) contexts, suggesting that they\n equate definiteness with previous-mention. In the EIT, learners were less target-like than native speakers, yet the patterns of\n the two groups were similar. We consider possible explanations for the different results obtained in the two tasks.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Review of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/aral.21010.kim","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0
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.
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.