“The Acquisition Of English Definite And Indefinite Articles By Korean Students Learning English As An L3.”
Páginas: 3 (627 palabras)
Publicado: 25 de junio de 2012
Title: “The Acquisition of English Definite and Indefinite Articles by Korean Students Learning English as an L3.”
HYPOTHESIS
Due to globalization, multiculturalism has spreadwidely throughout the world. As a result, people from diverse cultures and who speak different languages turn out to study or learn a language, in some cases, totally different from their own. This isthe case of the Korean community, which started to emigrate to America years ago because of the limited possibilities of progress available in their country of origin. One of the countries chosen bythem was Argentina where there is a big Korean community which has been living here for 50 years. Throughout this time, Korean children have been learning Spanish as a second language and English as athird at school successfully. However, it is quite surprising how these individuals learn two languages (Spanish/English) which are so dissimilar from their mother tongue.
Several questions arisefrom this fact. The acquisition of a first and a second language share some processes but at the same time differ in a big number of things (White 2003). First of all, when the child faces the task oflearning a second language, he/she already has the first as a reference and this could influence the second language acquisition process in some way. But what happens when the child learns a thirdlanguage? Does the first or the second language influence the acquisition of the third? What mechanisms come into play? (Although the SLA literature considers any language different from the mother tongueas a second language, in this study I will draw a distinction between Korean students’ L2, Spanish, and their L3, English because I think it is essential for what will be discussed later on in thepaper). Ellis (1994) introduces another interesting point in this discussion: language distance. The distance between the native and the target language acts as a constraint on transfer. This means...
HYPOTHESIS
Due to globalization, multiculturalism has spreadwidely throughout the world. As a result, people from diverse cultures and who speak different languages turn out to study or learn a language, in some cases, totally different from their own. This isthe case of the Korean community, which started to emigrate to America years ago because of the limited possibilities of progress available in their country of origin. One of the countries chosen bythem was Argentina where there is a big Korean community which has been living here for 50 years. Throughout this time, Korean children have been learning Spanish as a second language and English as athird at school successfully. However, it is quite surprising how these individuals learn two languages (Spanish/English) which are so dissimilar from their mother tongue.
Several questions arisefrom this fact. The acquisition of a first and a second language share some processes but at the same time differ in a big number of things (White 2003). First of all, when the child faces the task oflearning a second language, he/she already has the first as a reference and this could influence the second language acquisition process in some way. But what happens when the child learns a thirdlanguage? Does the first or the second language influence the acquisition of the third? What mechanisms come into play? (Although the SLA literature considers any language different from the mother tongueas a second language, in this study I will draw a distinction between Korean students’ L2, Spanish, and their L3, English because I think it is essential for what will be discussed later on in thepaper). Ellis (1994) introduces another interesting point in this discussion: language distance. The distance between the native and the target language acts as a constraint on transfer. This means...
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