Volume 1, Fall 2019
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ItemSelf-Assessment and Learner Autonomy: A Case of a Japanese Summer Immersion Program for High School Students( 2019-12-28)This study investigates how high school students use and perceive self-assessment in a Japanese immersion program. Using a framework of learner autonomy (Holec, 1981), and through surveys and interviews, the study finds that students with previous self-assessment experience and higher metacognitive awareness about learning more frequently use self-assessment to track their progress and set up goals. Moreover, students with limited self-assessment experience and lower metacognitive awareness start to take more active roles in learning as they engage in self-assessment activities. The study results demonstrate that engagement in self-assessment can promote learner autonomy and confirm the benefits of self-assessment argued for in previous literature. Students in this study, for instance, felt accomplished, confident, and motivated as a result of self-assessment, suggesting it can help create a more learner-centered learning environment. This study also identified some issues regarding the implementation of self-assessment in the program, in that both teachers and students seem to have limited understanding of self-assessment. Overall, the study findings suggest that the program should address teacher and student training, and alignment of the curriculum and self-assessment for a more autonomy-supportive learning environment. Lastly, this paper discusses implications for future self-assessment practice and research in L2 programs.
ItemPredictive Functions of WA and GA in L1 and L2 Japanese( 2019-12-28)This paper assesses the predictive functions of two particles, WA and GA, and examines how these particles are interpreted by L1 and L2 speakers of Japanese. An approach of subject-ellipsis resolution using an audio-stimulated picture-selection task was adopted to compare between the two groups how these particles were respectively used to identify an elided subject (e.g. Taro-WA/GA okotta kara kaetta ‘Because Taroi was angry øi/k went home’). The results of the L1 speakers showed that they, when given WA, instantly identified the elided subject as co-referencing with the WA-marked NP (e.g. ø = Taro) at an above-chance level, whereas there was individual variation in reactions to GA. These results suggest that WA has a predictive function in that L1 speakers attentively used the particle’s syntactic information and then associated the WA-marked NP as the antecedent of subsequent elided-subjects; on the other hand, GA is not a reliable source of syntactic information that induces a certain reading. The results of L2 speakers showed that WA and GA were generally not understood to serve different functions. These findings suggest that L2 speakers are confused with WA and GA, and that Japanese L2 instruction needs revising so that this confusion can be avoided.
ItemThe Semantic Extension of the Korean Conjunctive Ender Taka, from the Perspective of Grammaticalization( 2019-12-28)This study discusses the semantic extension of the Korean conjunctive ender taka from the perspective of grammaticalization. Based on the assumption that taka originated from the verb taku-ta/tak-ta ‘to approach a certain object or direction’ (Choi, 1994; Kim, 1975; Lee, 1996), the study provides a synchronic analysis of the current semantic attributes of the conjunctive ender taka in various contexts. Diverse meanings of taka have been documented in previous studies. This study shows that these meanings all developed through semantic extension as the form’s subjectivity increased over time, and therefore are not separate but connected. Investigating naturally occurring written and spoken data of Present Day Korean from a web-based corpus system, the study finds that the conjunctive ender taka is used as a temporal marker, a causal marker, a conditional marker, and a concessive marker.
ItemThe Efficacy of Written Corrective Feedback on KFL Learners’ Writing( 2019-12-28)The current study examined the relative effectiveness of dynamic written corrective feedback (DWCF) in KFL (Korean as a Foreign Language) contexts. Also, the relationship between learner variables (motivation and anxiety) and the effectiveness of written corrective feedback (WCF) was examined. Students (n=32) enrolled in intermediate Korean classes were asked to write 9 short texts during classes. Direct feedback (DF) (n=14) and DWCF (n=18) were provided for two groups respectively. The accuracy, complexity, and fluency in a pre-test written text was compared with those in a post-test at the end of semester. Motivation and anxiety questionnaire were administered to examine whether learner variables mediate the effect of WCF. A repeated measures ANOVA demonstrates that both groups resulted in significant accuracy improvement in a new piece of writing, but there was no significant difference between the two groups. Though the change in complexity and fluency was not statistically significant, both types of feedback improved complexity. A different impact of WCF on fluency between DF and DWCF was identified. The DWCF group improved in fluency and the DF group declined, although the changes were not statistically significant. Repeated measures ANCOVA result shows no significant correlation between learner variables and the effectiveness of WCF.
ItemEALL Working Papers in Linguistics and Literatures Vo1.1( 2019-12-28)