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Potential L1 Transfer Effects in Explicit and Implicit Knowledge of Articles in L2 English

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Title: Potential L1 Transfer Effects in Explicit and Implicit Knowledge of Articles in L2 English
Language: English
Authors: Myeong Hyeon Kim (ORCID 0000-0001-5801-9204), Tania Ionin
Source: Australian Review of Applied Linguistics. 2024 47(1):51-77.
Availability: John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Speakers, Sentences, Task Analysis, Native Language, Korean, Imitation, Distinctive Features (Language), Transfer of Training, Pictorial Stimuli, Korean Americans, English, Language Proficiency, Language Tests, Comparative Analysis
DOI: 10.1075/aral.21010.kim
ISSN: 0155-0640
1833-7139
Abstract: This study investigates how L1-Korean L2-English learners perform with regard to articles in both explicit and implicit tasks. It also examines the role of L1-transfer from Korean demonstratives to English definites in L2 article production. 21 native English speakers and 27 adult intermediate L1-Korean L2-English learners were tested. The participants completed an elicited imitation task (EIT, implicit) and a forced-choice task (FCT, explicit). In the EIT, participants repeated sentences with and without articles, while stating whether the sentence matched the picture. In the FCT, participants chose the correct article for each item. The same sentences were used in both tasks. The results showed that in the FCT, learners were target-like in anaphoric contexts, supplying "the," but very frequently overused "a" in non-anaphoric (bridging) contexts, suggesting that they equate definiteness with previous-mention. In the EIT, learners were less target-like than native speakers, yet the patterns of the two groups were similar. We consider possible explanations for the different results obtained in the two tasks.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1424744
Database: ERIC
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  Data: Potential L1 Transfer Effects in Explicit and Implicit Knowledge of Articles in L2 English
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  Data: <searchLink fieldCode="AR" term="%22Myeong+Hyeon+Kim%22">Myeong Hyeon Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5801-9204">0000-0001-5801-9204</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tania+Ionin%22">Tania Ionin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Review+of+Applied+Linguistics%22"><i>Australian Review of Applied Linguistics</i></searchLink>. 2024 47(1):51-77.
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  Data: John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com
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  Data: 10.1075/aral.21010.kim
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  Data: This study investigates how L1-Korean L2-English learners perform with regard to articles in both explicit and implicit tasks. It also examines the role of L1-transfer from Korean demonstratives to English definites in L2 article production. 21 native English speakers and 27 adult intermediate L1-Korean L2-English learners were tested. The participants completed an elicited imitation task (EIT, implicit) and a forced-choice task (FCT, explicit). In the EIT, participants repeated sentences with and without articles, while stating whether the sentence matched the picture. In the FCT, participants chose the correct article for each item. The same sentences were used in both tasks. The results showed that in the FCT, learners were target-like in anaphoric contexts, supplying "the," but very frequently overused "a" in non-anaphoric (bridging) contexts, suggesting that they equate definiteness with previous-mention. In the EIT, learners were less target-like than native speakers, yet the patterns of the two groups were similar. We consider possible explanations for the different results obtained in the two tasks.
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      – SubjectFull: Second Language Learning
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      – TitleFull: Potential L1 Transfer Effects in Explicit and Implicit Knowledge of Articles in L2 English
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