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Syntactic Ambiguity Resolution and Task Influence by Korean Learners of English

DC Field Value Language
dc.contributor.authorLim, Jung Hyun-
dc.date.accessioned2017-09-08T05:00:05Z-
dc.date.available2017-09-08T05:00:05Z-
dc.date.issued2017-
dc.identifier.citationLanguage Research, Vol.53 No.2, pp. 321-341ko_KR
dc.identifier.issn0254-4474-
dc.identifier.urihttps://hdl.handle.net/10371/135159-
dc.description.abstractThe present study investigates the questions of (a) how Korean speakers of learning English process locally ambiguous reduced relative clause during on-line comprehension and (b) whether/how task at hands changes second language (L2) processing patterns in ambiguity resolution. Participants read the locally ambiguous sentences that contain reduced relative clauses on a self-paced reading task. The stimuli sentences were manipulated with verb morphology, post-ambiguity cue, and different types of comprehension questions. The results showed that the L2 speakers were able to make use of both verb morphology and post-ambiguity cue information and that the sensitivity was influenced by the question types. The study suggests that the L2 learners are influenced by both verb morphology and cue information when resolving the ambiguity, and that reading goals significantly affects the process of ambiguity resolution. The findings are discussed in light of the good-enough (GE) language processing.ko_KR
dc.description.sponsorshipThis work was supported by the KU Research Professor Program of Konkuk University.ko_KR
dc.language.isoenko_KR
dc.publisherLanguage Education Research Center, Seoul National Universityko_KR
dc.subjectsentence processingko_KR
dc.subjectgood-enough processingko_KR
dc.subjectambiguity resolutionko_KR
dc.subjecttask effectsko_KR
dc.subjectreduced relative clauseko_KR
dc.titleSyntactic Ambiguity Resolution and Task Influence by Korean Learners of Englishko_KR
dc.typeSNU Journalko_KR
dc.contributor.AlternativeAuthor임정현-
dc.citation.journaltitle어학연구(Language Research)-
Appears in Collections:
Language Education Institute (언어교육원)Language Research (어학연구)Language Research (어학연구) Volume 53 Number 1/3 (2017)
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