지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Grammatical complexity of written and spoken language of L2 leaners has been extensively studied, but casual conversation of L2 learners remains rarely explored although it is considered one of the most basic forms of speech. This study explores whether proficiency level modulates grammatical complexity in casual conversation. We examined the conversations performed by 51 Korean EFL learners of two proficiency levels (HIGH and LOW) and 21 native speakers of American English (NS). The syntactic complexity was measured for global scale complexity (e.g., production length, use of subordination) and clause complexity for fine-grained scale complexity (e.g., components within a clause). As a result, in the global scale, HIGH demonstrated complex structures more often than LOW in general, and similarly with or more often than NS. HIGH employed subordination as often as NS do, but demonstrated more complex structures for production length and complex nominals. NS used more coordination than the non-native speakers. In the fine-grained scale, HIGH produced more dependents in a clause than LOW in general. When compared with NS, HIGH employed more dependents and subordination conjunctions or similar number of clausal complements and prepositions. In short, HIGH used grammatical structures close to written compositions rather than natural conversation. The results suggest that proficient learners can readily use complex structures as often as NS do, but their conversation is not as natural as that of NS.
목차
ABSTRACT
1. Introduction
2. Previous Studies
3. The Study
4. Results
5. Discussion
6. Conclusion
References
참고문헌 (40)
참고문헌 신청
Ai, H. / 2013 / Automatic Treatment and Analysis of Learner Corpus Data / John Benjamins :249~264
John E. Anderson / 1937 / An Evaluation of Various Indices of Linguistic Development / Child Development 8(1):62~68
Andringa, S. / 2011 / Effect of explicit and implicit instruction on free written response task performance / Language Learning 61(3):868~903
Biber, D. / 2011 / Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? / TESOL Quarterly 45(1):5~35
Biber, D. / 2016 / Contrasting the grammatical complexities of conversation and academic writing: Implications for EAP writing development and teaching / Language in Focus 2(1):1~18
John E. Anderson / 1937 / An Evaluation of Various Indices of Linguistic Development / Child Development 8(1):62~68
Andringa, S. / 2011 / Effect of explicit and implicit instruction on free written response task performance / Language Learning 61(3):868~903
Biber, D. / 2011 / Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? / TESOL Quarterly 45(1):5~35
Biber, D. / 2016 / Contrasting the grammatical complexities of conversation and academic writing: Implications for EAP writing development and teaching / Language in Focus 2(1):1~18
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