Pub Date : 2016-09-01DOI: 10.17250/KHISLI.33..201609.004
Hyangsook Park, K. Nam, Yae-sheik Lee
Park, Hyangsook, Kichun Nam, and Yae-Sheik Lee. 2016. The role of reading span in factual and inferential comprehension and retention in L2 reading. Linguistic Research 33(Special Edition), 81-106. The present study attempts to explain the relationship of working memory (WM) to L2 reading comprehension (RC) by conducting two experiments. The participants’ WM was measured by two reading span (RS) tests adapted from Daneman and Carpenter (1980). Specifically, Experiment 1 explores the role of L1-RS and L2-RS in overall RC in L2. Fifty-eight Korean undergraduate students participated in this experiment. The results showed that L2-RS had better predictive power than L1-RS for L2 RC performance and that the participants performed better in the L1-RS than L2-RS test. Experiment 2 further investigates the role of RS in terms of types of comprehension and retention. For this, fifty Korean students were divided into two groups according to their L2-RS. The RC tests were given in two types of questions: factual and inferential. The retention of information was assessed by two memory tests: immediate and delayed tests. The results revealed that the high-RS group consistently outperformed the low-RS group on the two types of RC questions in the two memory tests. No significant decay, however, was found between the memory tests. In addition, there was no interaction between group, question type, and time. The findings showed that RS does play a significant role in L2 RC performance. (Kyungpook National University ‧ Korea University)
Park, Hyangsook, Kichun Nam, ye - sheik Lee. 2016。阅读广度在二语阅读中事实性和推理性理解和记忆中的作用。语言学研究33(特别版)，81-106。本研究试图通过两个实验来解释工作记忆与二语阅读理解之间的关系。被试的WM采用两种阅读广度(RS)测试，该测试改编自Daneman和Carpenter(1980)。具体而言，实验1探讨了L1-RS和L2- rs在第二语言整体RC中的作用。58名韩国大学生参加了这个实验。结果表明，L2- rs比L1-RS对L2 RC表现有更好的预测能力，被试在L1-RS测试中的表现优于L2- rs测试。实验2进一步从理解类型和记忆类型两方面考察了语音记忆的作用。为此，50名韩国学生根据L2-RS分为两组。RC测验有两种类型的问题:事实性和推理性。通过两种记忆测试来评估信息的保留:即时测试和延迟测试。结果表明，在两种记忆测试中，高rs组在两种类型的RC问题上的表现始终优于低rs组。然而，在两次记忆测试之间没有发现明显的衰退。此外，分组、问题类型和时间之间没有交互作用。研究结果表明，RS确实在L2 RC绩效中起着显著作用。(庆北大学·高丽大学)
{"title":"The role of reading span in factual and inferential comprehension and retention in L2 reading","authors":"Hyangsook Park, K. Nam, Yae-sheik Lee","doi":"10.17250/KHISLI.33..201609.004","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.004","url":null,"abstract":"Park, Hyangsook, Kichun Nam, and Yae-Sheik Lee. 2016. The role of reading span in factual and inferential comprehension and retention in L2 reading. Linguistic Research 33(Special Edition), 81-106. The present study attempts to explain the relationship of working memory (WM) to L2 reading comprehension (RC) by conducting two experiments. The participants’ WM was measured by two reading span (RS) tests adapted from Daneman and Carpenter (1980). Specifically, Experiment 1 explores the role of L1-RS and L2-RS in overall RC in L2. Fifty-eight Korean undergraduate students participated in this experiment. The results showed that L2-RS had better predictive power than L1-RS for L2 RC performance and that the participants performed better in the L1-RS than L2-RS test. Experiment 2 further investigates the role of RS in terms of types of comprehension and retention. For this, fifty Korean students were divided into two groups according to their L2-RS. The RC tests were given in two types of questions: factual and inferential. The retention of information was assessed by two memory tests: immediate and delayed tests. The results revealed that the high-RS group consistently outperformed the low-RS group on the two types of RC questions in the two memory tests. No significant decay, however, was found between the memory tests. In addition, there was no interaction between group, question type, and time. The findings showed that RS does play a significant role in L2 RC performance. (Kyungpook National University ‧ Korea University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-01DOI: 10.17250/KHISLI.33..201609.008
Yong-Eun Lee
{"title":"Distribution of segment sequences and subsyllabic constituents in Korean","authors":"Yong-Eun Lee","doi":"10.17250/KHISLI.33..201609.008","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.008","url":null,"abstract":"","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-01DOI: 10.17250/KHISLI.33..201609.003
Jonghyeon Lee, 신정아
Lee, Jonghyeon and Jeong-Ah Shin. 2016. Syntactic reanalysis and lingering misinterpretations in L2 sentence processing. Linguistic Research 33(Special Edition), 53-79. Readers often misinterpret sentences and reanalyze them, but their initial misinterpretations sometimes linger even after they finish reading the sentences. This lingering effect has been argued as evidence that comprehenders create interpretations to some extent that it seems “good enough” for them to understand the meaning (Christianson, Hollingworth, Halliwell, and Ferreira 2001). This study examined L2 learners’ processing of garden path sentences, investigating whether they show a lingering effect as L1 speakers do by employing the gender mismatch paradigm (Sturt 2003). In the self-paced reading experiment, participants read garden path sentences such as While Mary washed the boxer who was tall coughed and warmed herself with a blanket. If participants correctly rule out an initial misinterpretation from the temporary ambiguity, the reflexive herself would create a gender mismatch effect (i.e., reading times are slowed in the gender mismatch condition). After reading the sentences, participants were asked to answer follow-up comprehension questions such as Did Mary wash the boxer? The results showed that L2 learners were able to notice the temporary local ambiguity in a sentence and reanalyze the structure as L1 readers do. However, the rate of accurate responses for comprehension questions was significantly lower in the ambiguous condition than in the unambiguous condition, indicating that the L2 learners’ initial misinterpretations lingered. L2 learners do not seem to lack detailed syntactic representation, and their lingering misinterpretation could be explained by the good enough approach as for L1 readers. Participants eventually recovered from the garden path, showing the gender mismatch effect, but their global comprehension was significantly influenced by the initial misinterpretation, since they gave more incorrect answers when they read garden path sentences. (Seoul National University · Dongguk University)
李钟贤，申正娥，2016。二语句子加工中的句法再分析与挥之不去的误解。语言学研究33(特别版)，53-79。读者经常会误解句子并重新分析它们，但他们最初的误解有时甚至在他们读完句子后仍然存在。这种挥之不去的影响被认为是理解者在某种程度上创造的解释似乎“足够好”，使他们能够理解意思的证据(Christianson, Hollingworth, Halliwell, and Ferreira 2001)。本研究采用性别不匹配范式考察了二语学习者对花园小径句的加工，考察它们是否像母语使用者那样表现出挥之不去的效应(Sturt 2003)。在自定节奏阅读实验中，参与者阅读花园小径上的句子，比如当玛丽洗澡的时候，那个高个子的拳击手咳嗽着，用毯子取暖。如果被试从暂时的歧义中正确地排除了最初的误解，则自反本身就会产生性别错配效应(即性别错配条件下的阅读时间减慢)。在读完这些句子后，参与者被要求回答一些后续的理解问题，比如玛丽给拳击手洗澡了吗?结果表明，二语学习者能够像母语读者一样注意到句子中暂时的局部歧义，并重新分析句子结构。然而，在歧义条件下，理解题的准确答题率明显低于无歧义条件下，这表明二语学习者最初的误解仍然存在。二语学习者似乎并不缺乏详细的句法表征，他们挥之不去的误解可以用对母语读者来说足够好的方法来解释。参与者最终从花园小径中恢复过来，显示出性别错配效应，但他们的整体理解受到最初误解的显著影响，因为他们在阅读花园小径句子时给出了更多的错误答案。(首尔大学·东国大学)
{"title":"Syntactic reanalysis and lingering misinterpretations in L2 sentence processing","authors":"Jonghyeon Lee, 신정아","doi":"10.17250/KHISLI.33..201609.003","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.003","url":null,"abstract":"Lee, Jonghyeon and Jeong-Ah Shin. 2016. Syntactic reanalysis and lingering misinterpretations in L2 sentence processing. Linguistic Research 33(Special Edition), 53-79. Readers often misinterpret sentences and reanalyze them, but their initial misinterpretations sometimes linger even after they finish reading the sentences. This lingering effect has been argued as evidence that comprehenders create interpretations to some extent that it seems “good enough” for them to understand the meaning (Christianson, Hollingworth, Halliwell, and Ferreira 2001). This study examined L2 learners’ processing of garden path sentences, investigating whether they show a lingering effect as L1 speakers do by employing the gender mismatch paradigm (Sturt 2003). In the self-paced reading experiment, participants read garden path sentences such as While Mary washed the boxer who was tall coughed and warmed herself with a blanket. If participants correctly rule out an initial misinterpretation from the temporary ambiguity, the reflexive herself would create a gender mismatch effect (i.e., reading times are slowed in the gender mismatch condition). After reading the sentences, participants were asked to answer follow-up comprehension questions such as Did Mary wash the boxer? The results showed that L2 learners were able to notice the temporary local ambiguity in a sentence and reanalyze the structure as L1 readers do. However, the rate of accurate responses for comprehension questions was significantly lower in the ambiguous condition than in the unambiguous condition, indicating that the L2 learners’ initial misinterpretations lingered. L2 learners do not seem to lack detailed syntactic representation, and their lingering misinterpretation could be explained by the good enough approach as for L1 readers. Participants eventually recovered from the garden path, showing the gender mismatch effect, but their global comprehension was significantly influenced by the initial misinterpretation, since they gave more incorrect answers when they read garden path sentences. (Seoul National University · Dongguk University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-01DOI: 10.17250/KHISLI.33..201609.006
Shinwoong Lee
Lee, Shinwoong. 2016. L1 influence on the processing of L2 collocation: An experimental study of Korean EFL learners. Linguistic Research 33(Special Edition), 137-163. The current study aimed to investigate the influence of L1 on the processing of L2 collocations utilizing a phrase-acceptability judgement task. The task was conducted on 39 English collocations with 19 native speakers of English and 45 Korean EFL learners. Their error rates and reaction times were measured both on the congruent collocations that have L1 translation equivalents and the incongruent collocations that do not have ones. It was found that the advanced EFL learners responded significantly faster to and made fewer errors on both the congruent and the incongruent collocations than the intermediate EFL learners. Meanwhile, both the advanced and the intermediate EFL learners made significantly more errors and responded slower under incongruent condition, indicating a strong congruency effect. The results implied that there exists a high degree of reliance on L1 intralexical knowledge in processing L2 collocations by the EFL learners, and acquiring incongruent L2 collocations seems still challenging even to the advanced learners. However, it was also suggested that once EFL learners notice incongruent collocations as valid ones and store them in their L2 mental lexicon, they may be able to processing incongruent collocations as efficiently as native speakers, directly linking L2 collocation forms to their concepts independently of L1 mediation. (Hanyang University)
{"title":"L1 influence on the processing of L2 collocation: An experimental study of Korean EFL learners","authors":"Shinwoong Lee","doi":"10.17250/KHISLI.33..201609.006","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.006","url":null,"abstract":"Lee, Shinwoong. 2016. L1 influence on the processing of L2 collocation: An experimental study of Korean EFL learners. Linguistic Research 33(Special Edition), 137-163. The current study aimed to investigate the influence of L1 on the processing of L2 collocations utilizing a phrase-acceptability judgement task. The task was conducted on 39 English collocations with 19 native speakers of English and 45 Korean EFL learners. Their error rates and reaction times were measured both on the congruent collocations that have L1 translation equivalents and the incongruent collocations that do not have ones. It was found that the advanced EFL learners responded significantly faster to and made fewer errors on both the congruent and the incongruent collocations than the intermediate EFL learners. Meanwhile, both the advanced and the intermediate EFL learners made significantly more errors and responded slower under incongruent condition, indicating a strong congruency effect. The results implied that there exists a high degree of reliance on L1 intralexical knowledge in processing L2 collocations by the EFL learners, and acquiring incongruent L2 collocations seems still challenging even to the advanced learners. However, it was also suggested that once EFL learners notice incongruent collocations as valid ones and store them in their L2 mental lexicon, they may be able to processing incongruent collocations as efficiently as native speakers, directly linking L2 collocation forms to their concepts independently of L1 mediation. (Hanyang University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-01DOI: 10.17250/khisli.33..201609.007
Sechang Lee
본 연구는 사회복지서비스에 있어 생산성을 측정한 기존 연구들이 양적 측면과 질적 측면의 어느 한쪽에 치우쳐 있고 양자를 통합하여 분석하는 모델이 부족하다는 전제에서 자료포락분석(DEA) 기법을 이용하여 양적 효율성을 측정하였고, SERVQAUL 척도를 이용하여 서비스의 질을 측정하고 난 후, 양 기법을 종합하여 통합적으로 생산성을 분석하였다. 생산성 제고 차원에서 민간위탁과 직영의 형태로 나뉘어 운영되고 있는 서울특별시 여성발전센터를 사례로 분석한 결과, DEA와 SERVQUAL 기법을 이용한 양적 측면과 질적 측면뿐만 아니라 양자를 종합한 통합적 분석에서도 모든 센터가 양적 측면에서 효율적이었으며, 다만 직영형태의 센터의 경우 서비스의 질이 다소 낮은 것으로 나타났다.
{"title":"Vowel clash avoidance in Korean: A unified approach to various phonological alternations","authors":"Sechang Lee","doi":"10.17250/khisli.33..201609.007","DOIUrl":"https://doi.org/10.17250/khisli.33..201609.007","url":null,"abstract":"본 연구는 사회복지서비스에 있어 생산성을 측정한 기존 연구들이 양적 측면과 질적 측면의 어느 한쪽에 치우쳐 있고 양자를 통합하여 분석하는 모델이 부족하다는 전제에서 자료포락분석(DEA) 기법을 이용하여 양적 효율성을 측정하였고, SERVQAUL 척도를 이용하여 서비스의 질을 측정하고 난 후, 양 기법을 종합하여 통합적으로 생산성을 분석하였다. 생산성 제고 차원에서 민간위탁과 직영의 형태로 나뉘어 운영되고 있는 서울특별시 여성발전센터를 사례로 분석한 결과, DEA와 SERVQUAL 기법을 이용한 양적 측면과 질적 측면뿐만 아니라 양자를 종합한 통합적 분석에서도 모든 센터가 양적 측면에서 효율적이었으며, 다만 직영형태의 센터의 경우 서비스의 질이 다소 낮은 것으로 나타났다.","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-01DOI: 10.17250/KHISLI.33..201609.001
Hye K. Pae, Ra Sevcik, D. Greenberg, Sa Kim
Pae, Hye K., Rose A. Sevcik, Daphne Greenberg, and Sun-A Kim. 2016. Relationships among metacognitive skills, listening, and academic reading in English as a foreign language. Linguistic Research 33(Special Edition), 1-27. This study examined relationships among metacognitive skills, including inference, summarizing skills, fluency and memory, listening, and academic reading in English as a foreign language (FL). As a secondary analysis of the field test of the Pearson Test of English Academic, a total of 585 nonnative speakers’ academic language and reading skills were analyzed using confirmatory factor analysis. One-factor and four-factor models were tested using 12 observed variables and four latent constructs for structural equation modeling to establish a model of reading in English as an FL. The model of reading was tenable for nonnative speakers’ skills in English for academic purposes. Consistent with previous findings, listening skills were found to be important for reading skills. Other metacognitive skills, such as inference, summarizing, and fluency and memory, were also robust predictors of efficient academic reading. Of the given variables, the most dominant variable in FL reading for academic purposes was fluency and memory. (University of Cincinnati.Georgia State University.The Hong Kong Polytechnic University)
潘慧凯，李建军，李建军，李建军。2016。元认知技能与英语作为外语的听力和学术阅读之间的关系。语言学研究33(特别版)，1-27。本研究考察了元认知技能之间的关系，包括推理、总结技能、流利性和记忆力、听力和学术阅读。作为Pearson test of English Academic现场测试的二次分析，我们使用验证性因子分析对585名非母语者的学术语言和阅读技能进行了分析。采用12个观察变量和4个潜在构念进行结构方程建模，对单因素和四因素模型进行检验，以建立英语阅读作为外语的模型。该模型适用于非母语人士的学术英语阅读技能。与之前的研究结果一致，听力技能对阅读技能很重要。其他元认知技能，如推理、总结、流畅性和记忆力，也是高效学术阅读的有力预测因素。在给定的变量中，以学术为目的的外语阅读中最主要的变量是流利性和记忆力。辛辛那提大学。乔治亚州立大学。香港理工大学
{"title":"Relationships among metacognitive skills, listening, and academic reading in English as a foreign language","authors":"Hye K. Pae, Ra Sevcik, D. Greenberg, Sa Kim","doi":"10.17250/KHISLI.33..201609.001","DOIUrl":"https://doi.org/10.17250/KHISLI.33..201609.001","url":null,"abstract":"Pae, Hye K., Rose A. Sevcik, Daphne Greenberg, and Sun-A Kim. 2016. Relationships among metacognitive skills, listening, and academic reading in English as a foreign language. Linguistic Research 33(Special Edition), 1-27. This study examined relationships among metacognitive skills, including inference, summarizing skills, fluency and memory, listening, and academic reading in English as a foreign language (FL). As a secondary analysis of the field test of the Pearson Test of English Academic, a total of 585 nonnative speakers’ academic language and reading skills were analyzed using confirmatory factor analysis. One-factor and four-factor models were tested using 12 observed variables and four latent constructs for structural equation modeling to establish a model of reading in English as an FL. The model of reading was tenable for nonnative speakers’ skills in English for academic purposes. Consistent with previous findings, listening skills were found to be important for reading skills. Other metacognitive skills, such as inference, summarizing, and fluency and memory, were also robust predictors of efficient academic reading. Of the given variables, the most dominant variable in FL reading for academic purposes was fluency and memory. (University of Cincinnati.Georgia State University.The Hong Kong Polytechnic University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-06-01DOI: 10.17250/KHISLI.33.2.201606.004
Bum-Sik Park, Hyosik Kim
Park, Bum-Sik and Hyosik Kim. 2016. Case-drop, left-branch extraction and multiplicity in the right-dislocation construction. Linguistic Research 33(2), 259-297. This paper investigates the Right-Dislocation Construction (RDC) in Korean. We provide some novel sets of data and discuss how these data could be dealt with by the main approaches to the RDC. The major part of the data is concerned with the multiplicity of appendices (or multiplicity of RDed elements) and the restrictions imposed on their distribution. We discuss the restrictions on the distribution of multiple appendices, focusing on the following three phenomena: Case/postposition-drop, the Clause-Mate Condition effect, and Left-Branch Extraction. It is observed that the distribution of multiple appendices becomes quite restricted when they are interrelated with these phenomena. We show that the restrictions present various argument in favor of the bi-clausal ellipsis approach to the RDC. Finally, we address the issue of island-(in)sensitivity in the RDC and their implications. (Dongguk University)
Park, Bum-Sik and hysik Kim. 2016。病例下降，左支提取和多重右位错结构。语言研究33(2)，259-297。本文对韩国语中的右位错结构进行了研究。我们提供了一些新颖的数据集，并讨论了RDC的主要方法如何处理这些数据。数据的主要部分与附录的多样性(或RDed元素的多样性)以及对其分布施加的限制有关。我们讨论了多附录分布的限制，重点讨论了以下三种现象:大小写/位置下降、子句匹配条件效应和左分支提取。可以观察到，当它们与这些现象相关联时，多个附录的分布变得相当有限。我们表明，这些限制提出了支持双条款省略方法的各种论点。最后，我们讨论了RDC中岛屿敏感性的问题及其影响。(东国大学)
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Pub Date : 2016-06-01DOI: 10.17250/KHISLI.33.2.201606.003
Cho Sae-Youn
Cho, Sae-Youn. 2016. Fragment answers in Korean: A direct interpretation approach. Linguistic Research 33(2), 229-257. This paper aims to account for idiosyncratic properties of fragment answers (FAs) as answers to wh-questions in Korean, focusing on case identity and generating issues. The main issue on FAs is the existence of the (case-) marker attached to fragment NP(s), which is a crucial factor to analyze how each fragment is linked to each corresponding wh-phrase and how it conveys a desirable sentential meaning. Further, FAs can occur with adjunct phrases with no correlates. To account for the various properties of FAs, we take the Direct Interpretation Approach (DIA) to claim that contra to the Ellipsis Approach (EA), Korean FA constructions can be accounted for by proposing a Korean FA construction with minimum syntactic constraints within the Construction Grammar. In doing so, we assume semantic and pragmatic information on an answerer’s background knowledge including question under discussions (QUD) to get a full sentential reading from FAs. This enables us to explain peculiar properties of the FAs in Korean. (Kangwon National University)
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Pub Date : 2016-06-01DOI: 10.17250/KHISLI.33.2.201606.002
안덕호
{"title":"On some expressions of plurality in Korean and their implications: With reference to Chinese and Japanese","authors":"안덕호","doi":"10.17250/KHISLI.33.2.201606.002","DOIUrl":"https://doi.org/10.17250/KHISLI.33.2.201606.002","url":null,"abstract":"","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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