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논문 기본 정보

자료유형
학술저널
저자정보
이현정 (경인교육대학교) 성민창 (경인교육대학교)
저널정보
한국영어학회 영어학 영어학 Volume.21
발행연도
2021.1
수록면
56 - 70 (15page)

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초록· 키워드

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This study examined whether Korean learners of primary English effectively use linguistic context and propositional information to judge the acceptability of English count nouns. To this end, 44 fourth-graders at a primary school in Incheon participated in two tasks of acceptability judgment: sentence-based and picture-based. To make correct judgments about sentences containing count nouns, they had to use the linguistic contexts in the sentence-based task (i.e. determiners preceding the object nouns: e.g. two cats/*cat) and the propositional information in the picture-based task (i.e. number of the referent in each image: e.g. two dogs in a picture). Every sentence began with the 1st-person singular pronoun I and a past-tense verb and ended with a locative or temporal adverb phrase to make the number-related morpheme of the object noun less salient. While the participants showed similar levels of means and standard deviations in the two tasks, the between-task correlation was found to be insignificant, which implies that the participants varied from one another in their use of linguistic context and propositional information. In the sentence-based task, they appeared to be less capable of using linguistic context, especially when they had to reject the sentences with incorrect number forms such as a *cups. In the picture-based task, they were less able to use propositional information in the pictures to make correct judgments about count-noun forms. In particular, the mean scores were significantly lower for the items visualizing singular entities than those visualizing plural ones. Based on these findings, the present study suggests that primary English grammar education for count nouns and other basic linguistic units should systematically consider form, meaning, and use.

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ABSTRACT
1. 서론
2. 선행 연구
3. 연구 방법
4. 결과
5. 논의 및 결론
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