Earticle

초록

영어

L2 speakers often encounter difficulties caused by a dual problem both with vocabulary and structure in delivering his or her intended message. This qualitative study reports on how the dual problem involving both lexical and syntactic problems can be managed by employing CSs. The participants were 12 Korean students studying in a university in the USA, whose language proficiency varied from limited to high advanced. For the data, the participants’ natural conversations in various settings were recorded and stimulated recalls were conducted on the recorded conversations. The study presents various CSs for managing dual lexical-syntactic problems (DL-SCSs) identified from an inductive analysis of the data. Based on a taxonomic analysis of the data, this study presents a taxonomy in which various DL-SCSs are organized in multiple levels. In this paper, examples illustrating how participants employed each DL-SCS are also provided. These examples show that L2 speakers employing appropriate DL-SCSs are likely to communicate their intended meaning despite massive dual problems. Based on the findings, this study suggests that L2 speakers should be encouraged to use DL-SCSs.

목차

Ⅰ. Introduction
Ⅱ. Background
Ⅲ. Method
Ⅳ. Findings: CSs for Dual Lexical-Syntactic Problems
Ⅴ. Discussion and Conclusion
References

키워드

저자

• Su-Ja Kang [ 강수자 | Chungbuk National University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405