Earticle

초록

영어

Predicting and providing an account for the difficulty of English relative clause comprehension for L2 learners has been attempted within frameworks such as noun phrase accessibility hierarchy (Keenan & Comrie, 1977), and filler-gap hypothesis (e.g. O’Grady, Lee & Choo, 2003). The current study probes whether the frameworks can effectively account for native Korean learners’ errors and comprehension of English RCs. The result shows that multiple factors should be considered, rather than a single framework, in order to explain the difficulty of English relative clauses for Korean L2 learners. This research examined 25 intermediate Korean learners of English using a picture selection task. The result and error analysis suggest that several factors such as the number of intervening nodes demonstrated by the filler-gap hypothesis, canonical word order of English, length of relative clauses, and relative marker used in the relative clauses influence the English learners’ comprehension. The findings may assist developing an efficient pedagogical tool for teaching English relative clauses.

목차

I. Introduction
 II. Literature Review
  1. Noun Phrase Accessibility Hierarchy (NPAH)
  2. Filler-gap Hypothesis
 III. Methods
  1. Participants
  2. Procedure
  3. Test Items
 IV. Results
 V. Discussion
 VI. Conclusion
 Works Cited
 Appendix. Test Items
 Abstract

키워드

저자

• Kang, Sang-Gu [ 강상구 | Cheongju University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810