Georgetown University LogoGeorgetown University Library LogoDigitalGeorgetown Home
    • Login
    View Item 
    •   DigitalGeorgetown Home
    • Georgetown University Institutional Repository
    • Georgetown College
    • Department of Linguistics
    • Graduate Theses and Dissertations - Linguistics
    • View Item
    •   DigitalGeorgetown Home
    • Georgetown University Institutional Repository
    • Georgetown College
    • Department of Linguistics
    • Graduate Theses and Dissertations - Linguistics
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    L2 acquisition of number marking: a bidirectional study of adult learners of Korean and Indonesian

    Restricted Access
    View/Open
    View/Open: Lee_georgetown_0076D_12958.pdf (5.7MB)

    Creator
    Lee, Eunji
    Advisor
    Lardiere, Donna
    Abstract
    This study investigates the L2 acquisition of the Korean and Indonesian number systems by adult learners in light of the Feature-Reassembly Approach (henceforth FRA, Lardiere 2009). In considering this approach, Montrul and Yoon (2009) further suggest that subtracting or unlearning existing L1 features may pose greater difficulty than the addition of new L2 features, while Hwang & Lardiere (2013) propose that features more deeply embedded in a feature co-occurrence hierarchy, such as the [±human] feature, will be developmentally acquired later.
     
    This dissertation presents the findings of two experiments examining the restrictions on quantifiers with classifiers and/or plural marking by L1 Indonesian-speaking learners of L2 Korean (Study1) and L1 Korean-speaking learners of L2 Indonesian (Study 2). Seventy learners at three L2 Korean proficiency levels along with 40 native controls participated in Study 1, and 61 learners at three L2 Indonesian proficiency levels along with 39 native controls participated in Study 2. The participants of both experiments completed three tasks--a Sentence Completion Task, a Grammaticality Judgment Task and a Multiple-choice Task--designed to probe knowledge of features and restrictions associated with Korean or Indonesian number marking.
     
    The results of Study 1 showed that, although there was improvement in L2 Korean learners' performance with increasing proficiency, the advanced learners had still not acquired all the co-occurrence restrictions of the L2 Korean number system; specifically, L2 Korean learners, regardless of proficiency level, showed difficulty in acquiring the more deeply-embedded [human] feature associated with Korean plural marking. On the other hand, the results of Study 2 indicated that while low-proficiency L2 Indonesian learners initially showed some difficulty in subtracting L1-Korean-based features in L2 Indonesian plural marking, the advanced learners successfully acquired the restrictions and required feature matrices of number marking in the target language.
     
    The current study suggests that the particular L1-L2 pairing will certainly impact what kind of feature restructuring is required in order to acquire new feature matrices of lexical items in a second language, which will in turn affect the developmental process of acquisition, thus lending additional overall support to the FRA.
     
    Description
    Ph.D.
    Permanent Link
    http://hdl.handle.net/10822/760906
    Date Published
    2015
    Subject
    Feature-Reassembly Approach; Indonesian; Korean; Linguistics; Linguistics;
    Type
    thesis
    Publisher
    Georgetown University
    Extent
    295 leaves
    Collections
    • Graduate Theses and Dissertations - Linguistics
    Metadata
    Show full item record

    Related items

    Showing items related by title, author, creator and subject.

    • Cover for The acquisition of Korean plural marking by native English speakers

      The acquisition of Korean plural marking by native English speakers 

      Hwang, Sun Hee (Georgetown University, 2013)
      This study investigated the L2 acquisition of Korean plural marking by English-speaking learners within a feature-reassembly approach--a formal feature-based approach suggesting that native-like attainment of L2 morphosyntactic ...
    Related Items in Google Scholar

    Georgetown University Seal
    ©2009 - 2022 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility
     

     

    Browse

    All of DigitalGeorgetownCommunities & CollectionsCreatorsTitlesBy Creation DateThis CollectionCreatorsTitlesBy Creation Date

    My Account

    Login

    Statistics

    View Usage Statistics

    Georgetown University Seal
    ©2009 - 2022 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility