The interaction of affective factors in L2 acquisition of Korean formulaic language: A critical overview

Research output: Contribution to journalReview article

Abstract

Recent corpus approaches to Korean formulaic language reveal its richness as a lexical resource. Although many Korean-as-a-foreign-language (KFL) studies have investigated formulaic language from pedagogical perspectives, most existing research is not theoretically or empirically based, leading to issues with validity and applicability to teaching practices. This study first reviews prior KFL studies that offer inventory lists of formulaic expressions. Such lists tend to be based on commonly recognized factors in second language (L2) acquisition of formulaic language, such as first language (L1) background, L2 frequency, transparency, and culture. These inventory lists are useful resources for developing new KFL teaching materials, but tend to lack systematicity with respect to their methods and categorization. The study suggests that new instructional approaches and teaching materials need to be grounded on empirical research to provide more effective teaching of formulaic language. Therefore, the study also reviews empirical studies that demonstrate variation in the influence of these factors in different learning conditions and across different proficiency levels. The study argues that L2 learners utilize diverse strategies and knowledge sources, and therefore, to develop effective materials it is crucial to empirically investigate how the influence of the various factors changes depending on contexts and proficiency levels.

Original languageEnglish (US)
Pages (from-to)120-145
Number of pages26
JournalKorean Language in America
Volume21
Issue number1
DOIs
StatePublished - Jan 1 2017

Fingerprint

interaction
language
teaching materials
foreign language
learning prerequisite
foreign language teaching
language acquisition
teaching practice
resources
transparency
empirical research
Interaction
L2 Acquisition
Affective Factors
Formulaic Language
lack
Teaching
knowledge
Proficiency
Language

Keywords

  • Context
  • Formulaic language
  • Korean idiom
  • Second language learning
  • Vocabulary education

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Education

Cite this

The interaction of affective factors in L2 acquisition of Korean formulaic language : A critical overview. / Turker, Ebru.

In: Korean Language in America, Vol. 21, No. 1, 01.01.2017, p. 120-145.

Research output: Contribution to journalReview article

@article{1f2565b637d94c0a964220e8bddc287c,
title = "The interaction of affective factors in L2 acquisition of Korean formulaic language: A critical overview",
abstract = "Recent corpus approaches to Korean formulaic language reveal its richness as a lexical resource. Although many Korean-as-a-foreign-language (KFL) studies have investigated formulaic language from pedagogical perspectives, most existing research is not theoretically or empirically based, leading to issues with validity and applicability to teaching practices. This study first reviews prior KFL studies that offer inventory lists of formulaic expressions. Such lists tend to be based on commonly recognized factors in second language (L2) acquisition of formulaic language, such as first language (L1) background, L2 frequency, transparency, and culture. These inventory lists are useful resources for developing new KFL teaching materials, but tend to lack systematicity with respect to their methods and categorization. The study suggests that new instructional approaches and teaching materials need to be grounded on empirical research to provide more effective teaching of formulaic language. Therefore, the study also reviews empirical studies that demonstrate variation in the influence of these factors in different learning conditions and across different proficiency levels. The study argues that L2 learners utilize diverse strategies and knowledge sources, and therefore, to develop effective materials it is crucial to empirically investigate how the influence of the various factors changes depending on contexts and proficiency levels.",
keywords = "Context, Formulaic language, Korean idiom, Second language learning, Vocabulary education",
author = "Ebru Turker",
year = "2017",
month = "1",
day = "1",
doi = "10.5325/korelangamer.21.1.0120",
language = "English (US)",
volume = "21",
pages = "120--145",
journal = "Korean Language in America",
issn = "2332-0346",
publisher = "Penn State University Press",
number = "1",

}

TY - JOUR

T1 - The interaction of affective factors in L2 acquisition of Korean formulaic language

T2 - A critical overview

AU - Turker, Ebru

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Recent corpus approaches to Korean formulaic language reveal its richness as a lexical resource. Although many Korean-as-a-foreign-language (KFL) studies have investigated formulaic language from pedagogical perspectives, most existing research is not theoretically or empirically based, leading to issues with validity and applicability to teaching practices. This study first reviews prior KFL studies that offer inventory lists of formulaic expressions. Such lists tend to be based on commonly recognized factors in second language (L2) acquisition of formulaic language, such as first language (L1) background, L2 frequency, transparency, and culture. These inventory lists are useful resources for developing new KFL teaching materials, but tend to lack systematicity with respect to their methods and categorization. The study suggests that new instructional approaches and teaching materials need to be grounded on empirical research to provide more effective teaching of formulaic language. Therefore, the study also reviews empirical studies that demonstrate variation in the influence of these factors in different learning conditions and across different proficiency levels. The study argues that L2 learners utilize diverse strategies and knowledge sources, and therefore, to develop effective materials it is crucial to empirically investigate how the influence of the various factors changes depending on contexts and proficiency levels.

AB - Recent corpus approaches to Korean formulaic language reveal its richness as a lexical resource. Although many Korean-as-a-foreign-language (KFL) studies have investigated formulaic language from pedagogical perspectives, most existing research is not theoretically or empirically based, leading to issues with validity and applicability to teaching practices. This study first reviews prior KFL studies that offer inventory lists of formulaic expressions. Such lists tend to be based on commonly recognized factors in second language (L2) acquisition of formulaic language, such as first language (L1) background, L2 frequency, transparency, and culture. These inventory lists are useful resources for developing new KFL teaching materials, but tend to lack systematicity with respect to their methods and categorization. The study suggests that new instructional approaches and teaching materials need to be grounded on empirical research to provide more effective teaching of formulaic language. Therefore, the study also reviews empirical studies that demonstrate variation in the influence of these factors in different learning conditions and across different proficiency levels. The study argues that L2 learners utilize diverse strategies and knowledge sources, and therefore, to develop effective materials it is crucial to empirically investigate how the influence of the various factors changes depending on contexts and proficiency levels.

KW - Context

KW - Formulaic language

KW - Korean idiom

KW - Second language learning

KW - Vocabulary education

UR - http://www.scopus.com/inward/record.url?scp=85051187199&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85051187199&partnerID=8YFLogxK

U2 - 10.5325/korelangamer.21.1.0120

DO - 10.5325/korelangamer.21.1.0120

M3 - Review article

AN - SCOPUS:85051187199

VL - 21

SP - 120

EP - 145

JO - Korean Language in America

JF - Korean Language in America

SN - 2332-0346

IS - 1

ER -