Reassembly of Plural and Human Features in the L2 Acquisition of Chinese by Adult Korean Speakers

Autor/in	Su, Jiajia
Titel	Reassembly of Plural and Human Features in the L2 Acquisition of Chinese by Adult Korean Speakers
Quelle	In: Second Language Research, 35 (2019) 4, S.529-555 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658318789223
Schlagwörter	Second Language Learning; Morphemes; Mandarin Chinese; Korean; Native Language; Language Proficiency; Grammar; Decision Making; Task Analysis; Linguistic Theory; Contrastive Linguistics; Graduate Students; Undergraduate Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Morphem; Koreanisch; Language skill; Language skills; Sprachkompetenz; Grammatik; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Linguistische Theorie; Linguistics; Kontrastive Linguistik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland
Abstract	This article reports on a study investigating the second language (L2) acquisition of the plural and human features in Mandarin Chinese by adult Korean speakers. Both plural and human features are represented in Korean and Chinese, but assembled in different ways. Forty-eight L2 learners at beginner, intermediate, and advanced Chinese proficiency levels and twenty-three native speakers of Chinese were tested using a grammaticality judgment task. The results show that L2 learners can successfully reassemble the two features, though L2 specific contexts and restrictions on feature realization are difficult. The advanced group has achieved native-like performance. The findings provide empirical evidence for the Feature Reassembly Hypothesis (Lardiere, 2009). (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01