Examining the Influence of Multiple Factors on Acquisition Order in a South Korean EFL Context: A Pilot Study

Autor/in	Schenck, Andrew
Titel	Examining the Influence of Multiple Factors on Acquisition Order in a South Korean EFL Context: A Pilot Study
Quelle	10 (2012), S.65-86 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Morphology (Languages); Phonology; Syntax; Grammar; Linguistic Input; Semantics; Correlation; Statistical Analysis; Comparative Analysis; Pilot Projects; Public Schools; Foreign Countries; Causal Models; Phrase Structure; College Students; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Morphology; Morphologie; Fonologie; Grammatik; Sprachbildung; Semantik; Korrelation; Statistische Analyse; Pilot project; Modellversuch; Pilotprojekt; Public school; Öffentliche Schule; Ausland; Kausalanalyse; Phrasenstruktur; Collegestudent; Korea; Republik
Abstract	Educators continue to have difficulty reforming English curricula in ways that better serve the needs of second language learners. This difficulty is perpetuated, in part, by the inability to predict how such changes will affect morphosyntactic development. To date, ESL research has failed to effectively ascertain how multiple causes influence the acquisition process. Because frequency of grammatical features within EFL input varies considerably from that found in ESL environments, study within this context may allow researchers to develop a more holistic understanding of cause and effect relationships, thereby allowing educators to design more effective curricula. Within the current study, five causal variables (frequency, semantic complexity, morphosyntactic complexity, morphosyntactic variability, and phonological salience) were converted to empirical values for each grammatical feature. These values were, subsequently, statistically compared to grammar acquisition rates obtained from the speech of South Korean EFL learners. Results revealed a strong correlation between EFL input frequency and acquisition, while correlations to other variables were weak and insignificant. This suggests that frequency is a substantial factor affecting the acquisition process. Based upon the results, reforms for the EFL public school curriculum are suggested. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01