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Developmental Patterns of Korean EFL Learners’ English Argument Structure Constructions

机译:韩国EFL学习者英语辩论结构建构的发展模式

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The present study aims to explore developmental patterns of constructional knowledge of Korean EFL learners. The study asked 120 Korean learners of English to carry out a sentence sorting and a translation task, and investigated how the participants at three different proficiency levels use their constructional knowledge to comprehend English sentences. The results from the sorting task showed that the learners in the beginner group relied more heavily on verb-centered sorting than the learners in the intermediate group. The results from the translation task revealed that the L2 learners’ ability to comprehend complex constructions is highly correlated with their proficiency in the target language. The study suggests that L2 learners’ constructional knowledge is acquired incrementally as their exposure to the target language extends, supporting one of the main premises of the usage-based approach to language and language acquisition.
机译:本研究旨在探讨韩国英语学习者的建筑知识的发展模式。这项研究要求120名韩国英语学习者进行句子排序和翻译任务,并调查了三个不同水平的参与者如何利用他们的结构知识来理解英语句子。排序任务的结果表明,初学者组的学习者比中间组的学习者对动词中心排序的依赖更大。翻译任务的结果表明,第二语言学习者理解复杂结构的能力与他们对目标语言的熟练程度高度相关。该研究表明,随着二语学习者对目标语言的了解程度的增加,其学习知识将逐步获得,这为基于用法的语言和语言习得方法的主要前提之一提供了支持。

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