http://hdl.handle.net/10125/2040 Wed, 19 Jun 2013 13:12:42 GMT 2013-06-19T13:12:42Z http://hdl.handle.net/10125/20518 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; Additionally, many factors related to the negotiation of meaning were observed in the study, such as: (1) learners' L2 proficiency, (2) task type, (3) topic familiarity, (4) learners' L1 background, and (5) cultural background. Although some trends confirmed by previous studies were observed, the students' L2 proficiency did not appear to be a crucial factor affecting the amount of negotiation of meaning. This indicates that other factors had a greater influence than did the learners' proficiency level in affecting the amount of negotiation in the classroom, namely, 'talkativeness.' The results show that the task type was a strong factor in the elicitation of the negotiation of meaning in an L2 classroom. Classroom discussions employed in this study were more effective than other tasks. Consequently, classroom discussions offered ample opportunities for the negotiation of meaning. The data indicates that the negotiation frequency was related to the topic familiarity. In this study, there was a higher frequency of negotiation during conversations on familiar topics as opposed to conversations that dealt with unfamiliar topics. The results also confirm that a learner's L1 background and cultural background affected the negotiation frequency and style that occurred in the L2 classroom.; First, the findings regarding the negotiation process revealed that nearly all trouble sources resulted from students' utterances. Trouble sources by students were identified and categorized into two main types, "students' linguistic resource deficits" and "students' inappropriate language use." With regard to signals, the data revealed that signal types are closely related to the trouble source types preceding the signal. The signals were divided into two categories, "teacher-initiated signals" and "student-initiated signals" which indicated students' trouble sources. Regarding the responses, the types of responses are divided into two main viii categories, "teacher response followed by student-initiated signal" and "student response followed by teacher-initiated signals."; Lastly, a characteristic of this study is that student elicited negotiation of meaning focused on vocabulary rather than grammar due to the communicative value. The communicative value was an important factor in determining which aspects of language would be acquired through negotiation.; Secondly, the results showed that the three conditions necessary for SLA were provided in the negotiation of meaning process. Comprehensible input was provided in negotiation when the teacher or students adjusted their utterances to make them more comprehensible to an interlocutor. Production of modified output occurred when students uttered in response to signals of trouble source or feedback from the teacher. Attention to form was also evident in negotiations when students received positive or negative input from the teacher and modified their output.; The negotiated interaction, in which two people interact to attain mutual understanding when communication breakdowns take place, is referred to as "negotiation of meaning." While many studies have been conducted to explore the negotiation of meaning from diverse perspectives, there are few studies that have investigated the naturally occurring negotiation of meaning in the L2 classroom, especially in the field of less commonly taught languages.; This dissertation investigates the negotiation of meaning between the teacher and students in a content-based Korean as a second language (KSL) classroom. Through the analysis of teacher-learner negotiations from the data, this study explores the following questions: (1) How are negotiations carried out between a teacher and students in a content-based KSL classroom? and (2) How do negotiations in a content-based KSL classroom provide learners with conditions necessary for second language acquisition?; Includes bibliographical references (leaves xxx-xxx).; Also available by subscription via World Wide Web; 212 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20518 2008-01-01T00:00:00Z Hong, Jong Myung http://hdl.handle.net/10125/11531 Mode of access: World Wide Web.; Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 153-161).; Electronic reproduction.; Also available by subscription via World Wide Web; xiii, 161 leaves, bound ill. 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11531 2005-01-01T00:00:00Z Kim, Hi-Sun Helen http://hdl.handle.net/10125/3025 This study has three general objectives: 1. To observe and describe learner oral performance data; 2. To attempt to discover any clusters or hierarchical relationships, of whatever type, that may be indicative of acquisition processes; 3. To attempt to determine which factors account for the observed clusters and hierarchy. For this study, oral performance data collected from 111 learners of Korean as a Foreign Language (76 English native speakers and 35 Japanese native speakers) was analyzed for tokens of particles and verbal suffixes. Based on the findings obtained from statistical analysis of the tokens of the targeted variables, three stages of hierarchical development were proposed. The morphemes acquired in Stage 1 were identical for the English-speaking and Japanese-speaking groups, except for the inclusion delimiter -to (INC) which the Japanese speakers have acquired and which the English speakers have not yet acquired at this stage. For the learners studied, Stage 1 can be characterized as the period during which grammatical morphemes are acquired. In Stage 2 both case markers and delimiters emerge, but there is strong evidence of random variation for both Japanese and English native speakers. At Stage 3 additional systematic acquisition of delimiters continues. The three-stage acquisition hierarchy can thus be characterized as an alternation between a systematic stage and a diffused stage, followed by another stage of systematic acquisition. The early and systematic emergence of grammatical morphemes documented and observed in the case of Korean as a Foreign Language by this study contradicts the claims of models based on psychological processing constraints, which predict that pure grammatical morphemes will emerge late. However, the evidence in this corpus of adult instructed language learners clearly indicates that pure grammatical morphemes particles emerge in Stage 1 in Korean (five out of six early morphemes were grammatical morphemes). Theories based on the concept of psychological constraints, summarized in Pienemann's statement of 'easy to process, easy to acquire' somehow need to be able to account for these facts from KFL learner data. Thesis (Ph. D.)--University of Hawaii at Manoa, 2002.; Includes bibliographical references (leaves 136-149).; Mode of access: World Wide Web.; Also available by subscription via World Wide Web; xii, 149 leaves, bound ill. 29 cm Tue, 01 Jan 2002 00:00:00 GMT http://hdl.handle.net/10125/3025 2002-01-01T00:00:00Z Hwang, Jiha