Earticle

This small-scale qualitative study explores how systematic spoken error analysis may illuminate second language (L2) development among Bangla-speaking learners of English. Drawing on Ellis and Barkhuizen’s (2005) performance analysis framework, the study examines grammatical, lexical, and pragmatic deviations in the spontaneous spoken output of two postgraduate learners during a task-based sociolinguistic interview. Adopting an interpretive analytic approach, analysis of the transcribed interaction identifies recurring patterns in interrogative formation, reliance on formulaic sequences, and L1-influenced pragmatic routines. While these features appear to support communicative fluency and interactional alignment, they also suggest partial proceduralisation of English morphosyntax and emerging limitations in register sensitivity. The findings indicate that spoken deviations may function not only as errors but also as contextually meaningful indicators of learners’ developing interlanguage under real-time processing constraints. Situated within an under-researched English as a foreign language (EFL) context such as Bangladesh, the study offers exploratory, context-bound insights into spoken L2 development. Pedagogically, it suggests that integrating focused spoken-error analysis into classroom practice, for example, through guided reformulation and contrastive awareness tasks, may support more responsive and developmentally attuned oral instruction in low-input South Asian ESL environments.

The current paper reports on a comparison study conducted between a learner corpus, the KNU English Learner Corpus (KELC), and a native speaker corpus, the Corpus of Contemporary American English (COCA), to investigate in what ways and to what extent the young Korean learners of KELC use English modal verbs. The results reveal that the young Korean learners underused modals could, would, should, may, might and must in general. However, will and can were used frequently with a statistically significant overuse of will occurring after the intermediate level. Furthermore, interlanguage development is observed with nativelike usage frequency of can from the earlier stages while occurrences of should and would emerging at later stages. A closer examination of the observed under and over usages also discloses that the difficulty of combining tense with the modal verbs impedes the learners’ preterit form use of the modal verbs. Additionally, the use of epistemic modality is observed much later than the root modality such as possibility, permission, and ability. These findings coincide with the first language modal acquisition order reported in literature (Coates 1983).

The current study explores the conditions under which textual enhancement is effective for second language learners to better notice and learn particular grammatical features. The study employs the grammatical judgment test for collecting data rather than using production data, which has been commonly used in SLA research on interlanguage development of English articles. This is because learners in low levels of proficiency are found to frequently omit articles in production data while they have to actively choose one in multiple-choice cloze tests. The findings suggest that textual enhancement is useful for more advanced learners of English articles. Also, it is shown that, contrary to previous studies, the deletion of articles is more prevalent among more advanced students. In the grammatical judgment test, zero articles should not be considered the result of negligence, so it can also appear rather frequently in the performance of advanced learners of English. Based on this finding, more deletions and less overuse of a(n) can possibly be the indicator of acquisition. As a pedagogical implication, textual enhancement should be employed in a foreign language classroom, according to students' current proficiency in target features.

This study has been motivated by the assumption that integration of mobile-assisted activities would lead to the improvement in the students’ use of English articles, which is extremely difficult to master for EFL learners whose native language lacks the article system. 74 students at a university in South Korea experienced treatment including a one-hour formal instruction and six weeks of mobile-assisted textual enhancement (TE) and postexposure (PE) sessions on the English articles. The students were divided into two groups: the TE_color and TE_black groups. The TE_color group was exposed to colored enhancement of the targeted item while the TE_black group to traditional black and white enhancement. The findings suggested that the treatment was useful for the TE_black group and for those who perceived the TE session to be helpful. Additionally, the same treatment group showed a similar sequence of acquisition of English articles in terms of the use of each article while they have not necessarily improved in terms of test scores. Three pedagogical implications are suggested based on the findings of this study, and several limitations and suggestions for further study are presented.

The present study investigated the process of learners’ noticing and the role of model texts in their interlanguage development. In particular, it was intended to explore how the noticing function of model texts affects revisions in L2 writing. Moreover the study explored what are the effects of note-taking as a measure of noticing. The participants were 83 Korean EFL college students at a low proficiency level who were involved in a three-staged picture description task. They were asked to give a written picture description (Stage 1), to compare their written texts with two native-speaker models (Stage 2), and to attempt subsequent revisions (Stage 3). At Stage 2, the participants were assigned to engage in two different activities (i.e., note-taking and underlining). The results revealed that the participants mostly noticed problematic linguistic features in both lexical and content categories initially, which accounted for a great majority of overt problematic features, and they subsequently found solutions to the problems and applied them to their revisions. Model texts were found to serve as a good example of native writing for low proficiency learners and note-taking was used as found to be an effective way to promote their noticing. Therefore, L2 learners could take advantage of writing conditions by comparing their writing with model texts provided as feedback along with think-aloud activities such as combined with note-taking. Based on the results, limitations of the study and pedagogical implications were provided

The present study investigates the developmental aspect of interlanguage pragmatics (ILP) by exploring the speech act of request performed by the learners in an English as a Foreign Language (EFL) context. In particular, the study has employed the discourse completion test (DCT) with situations containing different social variables, such as power and distance. The request strategies of Korean female college and university students differed with respect to their proficiency level. Results demonstrate that EFL learners use (1) both direct and conventionally indirect strategies regardless of their proficiency level, (2) both hearer-oriented and speaker-oriented perspectives when making a request, and (3) more mitigating supportive moves as a speaker’s proficiency level increases. Moreover, it has been shown that the learners’ request strategies are not influenced by social variables. This suggests the importance of raising awareness of pragmatic competence which can be beneficial for learners in EFL contexts.

본고는 한국어 초급 학습자들의 조사 습득 양상을 밝히기 위해 학습자의 작문자료를 바탕으로 조사가 사용된 문장의 특성을 살펴봄으로써 학습자의 조사 습득의 중간언어 발달 양상을 기술해 보는 것을 목적으로 한다. 기존의 조사 습득 양상이 오류 분석에 기울어 분석했음에 비해 본고에서는 조사 사용의 양상을 문장의 문법적 특성과 의미적 특성을 살펴봄으로써 학습자들의 조사 사용의 체계를밝혀 보려 하였다. 이러한 관점은 학습자의 언어 발달이 체계적이라는 중간언어관점에 근거하였으며 이를 통해 학습자의 오류가 무작위적인 오류가 아닌 체계적인 발달 단계에 근거하고 있음을 입증해 보려고 하였다. 연구 대상으로 삼은 작문이 1급의 학습자 34명을 대상으로 하였다는 점이 한계가 있으나 이러한 접근방법을 통한 분석이 추후 더 많은 학습자들을 대상으로 확대되어 간다면 학습자들이 가장 습득에 어려움을 겪고 있는 조사 ‘이/가’와 ‘은/는’의 사용 양상의 차이를 밝혀 습득 양상과 중간언어 발달 양상을 밝히는 데에 기여할 것이다.

The purpose of this study is to analyse Korean language learners' interlanguage development of topic-prominent characteristics focused on subject ellipsis, topic markers 'un/nun', and double-nominative construction from the perspective of the type of language and to investigate whether the result supports language transfer or universal grammar. To conduct an experiment, the learner‘s writing materials were collected from beginning learners under six months and advanced learners over eighteen months who came from China and America, and ten Korean native speakers. They watched a silent film named "Mr. Bean", then wrote a story about the film. As a conclusion, the result showed that subject ellipsis, topic markers 'un/nun', and double-nominative construction appeared as same with native Korean speakers in spite of learners' native language and the spending time of learning Korean. This study also found out that learners showed strong use of topic prominent characteristics no matter their native language at the early stage of development. These results support the view of universal grammar.

본 연구는 중·고급 미국인 한국어 학습자 24명을 대상으로 숙달도 평가와 문법성판단테스트를 실시하여 학습자 숙달도별 문법항목의 습득 양상을 살펴보고자 하였다. 숙달도 평가로 TOPIK을 변용하여 사용하였으며 학습자의 습득 단계를 하위권, 중위권, 상위권으로 나누었다. 문법성판단테스트를 통해 문법항목별 세부사항에 따라 문항을 출제하여 학습자가 어떤 항목에서 습득에 어려움을 겪는지, 어떤 단계에서 화석화를 보이는지를 살펴보았다. 문법성판단테스트 총점과 개별 문법항목 점수 간에는 회상 관형형 ‘-던’과 원인 연결어미 ‘-느라고’를 제외하고 모두 높은 상관관계를 보였다. 이러한 결과를 통해 학습자의 숙달도별로 문법항목의 습득 정도가 상이했으며, 상위권, 중위권, 하위권 내에서 문법항목별 세부사항에 따라 습득 양상이 다름을 확인할 수 있었다.

The purpose of this study is to investigate American learners’ interlanguage development of 19 Korean grammatical features. 24 intermediate and advanced learners participated in two tests: the proficiency test and the grammatical judgement test(GJT). The proficiency test was developed to evaluate learners’ general proficiency level based on TOPIK. The grammatical judgement test consisted of 314 items which evaluated implicit knowledge of 19 grammatical features. The correlation analysis found that the word ending '-deon' and '-neurago' did not develop linearly as proficiency increases. Rather, the upper level learners seemed to be more confused of using them. These items may need alternative educational methods to be better acquired. Also, the study showed developmental characteristics of each grammatical feature according to students’ proficiency level.

This study looked at the content, characteristics, and significance of the “Study on the Development of Interlanguages for Chinese-speaking Korean learners,” one of the latest research achievements in Korean language learners. The book presents a quantitative analysis of the learners corpus built by the National Institute of Korean Language, so this study recounts how the learners corpus of the National Institute of Korean Language has been utilized, and then examines the contents and characteristics of each chapter of the book. In addition, this study illustrated the small research problems related to the use of pronouns by learners on a trial basis in order to find out in detail how the statistical data provided in this book could be used for further research and to provide additional interpretations of the results of the analysis. Through this, the data contained in the “Study on the Development of Interlanguages of Chinese-speaking Language learners” can be used in various follow-up studies related to interlanguages.

隨著中介語研究、二語習得研究的深入發展，漢語中介語篇章問题逐漸成爲研究 的重要領域。本文以“韓國留學生漢語中介語發展語料庫”爲依托，對韓語背景CSL學習 者特定群體的篇章語料進行了縱向性的跟踪收集和研究。對不同學段學習者的語言狀況 進行了調査，並著重關注其在篇章的銜接性和連貫性的發展情况。

With the further development of the research on interlanguage and second language acquisition, the Chapter problems of Chinese Interlanguage have gradually become an important field of research. Based on the Developing Corpus of Chinese Interlanguage for Korean Students, this paper carries out a longitudinal follow-up collection and Investigation on the four-term chapter data of 8 special learners among the CSL learners with Korean background, investigates the language situation of the special learners in the different study sections, meanwhile pays more attention to the longitudinal development of their syntactic accuracy and chapter continuity in the chapter.