Learner Language in Learner Language in Korean Classrooms: Korean Classrooms:

Implications for Implications for teachingteaching

Elaine TaroneElaine Tarone

University of MinnesotaUniversity of Minnesota

Am. Assoc of Teachers of KoreanAm. Assoc of Teachers of Korean

20042004

Learner Language: A Brief Personal Learner Language: A Brief Personal HistoryHistory

1968, Edinburgh University - Scotland - Diploma in Applied 1968, Edinburgh University - Scotland - Diploma in Applied Linguistics. On faculty: Larry Selinker, S.P. Corder, Alan Davies. Linguistics. On faculty: Larry Selinker, S.P. Corder, Alan Davies. Fellow student: H.G. WiddowsonFellow student: H.G. Widdowson

Times: Contrastive Analysis (Robt Lado, Charles Fries) Times: Contrastive Analysis (Robt Lado, Charles Fries) “ALL learning difficulties of ALL second-language learners are “ALL learning difficulties of ALL second-language learners are caused by native language transfer”caused by native language transfer”

Revolution: let’s study learners’ language!Revolution: let’s study learners’ language!1. Error Analysis: “Do errors LOOK like they’re all caused by 1. Error Analysis: “Do errors LOOK like they’re all caused by

native language transfer, or something else?”native language transfer, or something else?”2. Language Acquisition Device: “do adult second-language 2. Language Acquisition Device: “do adult second-language

learners have a ‘built-in syllabus’ similar to that of children acquiring learners have a ‘built-in syllabus’ similar to that of children acquiring their first language?” (Corder)their first language?” (Corder)

For first time in history (that we know), people interested in teaching For first time in history (that we know), people interested in teaching second language stopped talking about what TEACHERS do, and second language stopped talking about what TEACHERS do, and began to look systematically at what second-language LEARNERS began to look systematically at what second-language LEARNERS do, and know, and think about the learning enterprise. SLA do, and know, and think about the learning enterprise. SLA research was born.research was born.

Different Views of Learner LanguageDifferent Views of Learner Language

S.P. Corder: Transitional competence. S.P. Corder: Transitional competence. Learner has a “built-in syllabus” that he Learner has a “built-in syllabus” that he follows no matter what the teacher’s follows no matter what the teacher’s syllabus is. syllabus is. InputInput does not equal does not equal intakeintake..

Larry Selinker: Adult second-language Larry Selinker: Adult second-language learners do not have the same language learners do not have the same language acquisition device children do. We know acquisition device children do. We know this because:this because:

… … second-language learning is so second-language learning is so difficult for adults difficult for adults (cf Selinker 1972)(cf Selinker 1972)

While While everyevery young child acquires a native young child acquires a native languages perfectly, and without instruction,languages perfectly, and without instruction,

… … adults adults nevernever acquire a second language acquire a second language perfectly, and seem to need instruction. perfectly, and seem to need instruction.

The result of early child acquisition is a perfect The result of early child acquisition is a perfect native language; the result of adult SLA is native language; the result of adult SLA is always an always an interlanguageinterlanguage. .

Interlanguage is defined by Selinker Interlanguage is defined by Selinker (1972) as:(1972) as:

The unique linguistic system evidenced when an The unique linguistic system evidenced when an adult second-language learner attempts to USE adult second-language learner attempts to USE the language to express meanings.the language to express meanings.

This linguistic system is created from This linguistic system is created from generalizations made by the learner. It is not just generalizations made by the learner. It is not just the native language rules and not just the target the native language rules and not just the target language rules. Learner generates and tests language rules. Learner generates and tests hypotheses.hypotheses.

A fossilized system: never develops to point of A fossilized system: never develops to point of identity with the target language. Selinker felt this identity with the target language. Selinker felt this was because of cognitive loss, with age, of the was because of cognitive loss, with age, of the language acquisition device.language acquisition device.

Hallmarks of the Interlanguage ClaimHallmarks of the Interlanguage Claim

Applies to adults, not children.Applies to adults, not children. Characteristics derive in part from the native language, Characteristics derive in part from the native language,

in part from the target language (overgeneralization of in part from the target language (overgeneralization of target language rules), in part from instruction, and in target language rules), in part from instruction, and in part from strategies (communication strategies and part from strategies (communication strategies and learning strategies)learning strategies)

Learner makes interlingual identifications (hypotheses Learner makes interlingual identifications (hypotheses about what is the same and what is different across about what is the same and what is different across languages)languages)

Fossilization is central and inevitable, for adultsFossilization is central and inevitable, for adults

What is the target of interlanguage What is the target of interlanguage development?development?

The learner’s target is not necessarily native The learner’s target is not necessarily native speaker competence in the target language.speaker competence in the target language.

Interlanguage doesn’t always develop linearly; it Interlanguage doesn’t always develop linearly; it could be influenced by more than one target.could be influenced by more than one target.

The target of learning is selected by the learner. The target of learning is selected by the learner. The target might be the learner’s model of Indian The target might be the learner’s model of Indian English, or of Hong Kong English. English, or of Hong Kong English.

Whatever the learner’s target, the interlanguage Whatever the learner’s target, the interlanguage hypothesis suggests that the adult learner will hypothesis suggests that the adult learner will not achieve it because the LAD is gone.not achieve it because the LAD is gone.

English English (L1)-(L1)-KoreanKorean(L2)(L2) interlanguage? interlanguage?

Let’s consider some features of Let’s consider some features of interlanguage in turn: interlanguage in turn: 1. IL is formed by learner generalizations 1. IL is formed by learner generalizations

that come from many sources that come from many sources 2. IL is only used when learner expresses 2. IL is only used when learner expresses

meaningmeaning3. Learners need form-focused feedback 3. Learners need form-focused feedback

when they use ILwhen they use IL4. IL fossilizes 4. IL fossilizes

Examples of English-Korean IL Examples of English-Korean IL

Hye-Sook: Give Korean examples (?!)Hye-Sook: Give Korean examples (?!) Papers at this conference:Papers at this conference:

Jin Hong Kim, on Korean learner corpora Jin Hong Kim, on Korean learner corpora K. Seon Jeon, on L2 lexical learningK. Seon Jeon, on L2 lexical learning Helen Kim, on processing transfer and strategiesHelen Kim, on processing transfer and strategies Yoo Sang Rhee, on speech acts produced by Korean Yoo Sang Rhee, on speech acts produced by Korean

learnerslearners Jeonyi Lee, conversation patterns of learners of Jeonyi Lee, conversation patterns of learners of

KoreanKorean

Data for this presentationData for this presentation

Journals of two American learners of Korean at Journals of two American learners of Korean at a large Midwest University (ER and TF), who a large Midwest University (ER and TF), who wrote down their reflections about their learning wrote down their reflections about their learning of Korean, in journals addressed to their teacher, of Korean, in journals addressed to their teacher, Jihyeon Jeon (1995, 1996)Jihyeon Jeon (1995, 1996)

I’d like to identify (w/Hye-Sook’s help) some I’d like to identify (w/Hye-Sook’s help) some features of Korean-English interlanguage that features of Korean-English interlanguage that these learners refer to in their journals, and …these learners refer to in their journals, and …

… … consider, with you, what classroom teachers consider, with you, what classroom teachers can learn from these learners’ reflections.can learn from these learners’ reflections.

1. The learner creates his or her own IL rules and 1. The learner creates his or her own IL rules and generalizations. IL is a separate linguistic system: not generalizations. IL is a separate linguistic system: not the native language system and not the target the native language system and not the target language system.language system.

These generalizations are created by the learner, These generalizations are created by the learner, sometimes butsometimes but not alwaysnot always based on native language based on native language rules. Adults do not transfer ALL their old grammar and rules. Adults do not transfer ALL their old grammar and pronunciation patterns into their new language. pronunciation patterns into their new language.

Adults do not immediately produce the EXACT grammar Adults do not immediately produce the EXACT grammar or pronunciation of the new language, sounding exactly or pronunciation of the new language, sounding exactly the way native speakers do. Their learner rules the way native speakers do. Their learner rules may be may be over-generalizedover-generalized parts of Korean rules they’ve learned. parts of Korean rules they’ve learned.

Adults combine elements of their native language, Adults combine elements of their native language, elements of the new language, and elements of the new language, and other elementsother elements when when they try to speak the new language.they try to speak the new language.

TF on interlanguage generalizations (Jihyeon Jeon, TF on interlanguage generalizations (Jihyeon Jeon, 1995, 1996)1995, 1996)

I still, though, feel the need to find generalization when there canbe. Otherwise I f eel bogged down by the sense that I have to learnevery possible situation I co uld be in, and memorize the c orrectrespond to that situation. (I stress that I want to find generalizations ifthere can be any. If not, then I w on't need them, I will just have tomemorize.) For example, if there any subtle things in commonbetween the use of -¥ŸÌ in V.S. ¥ŸÌ šœ¥Ÿ andV.S. + ¥ŸÌ «œ¥Ÿ ?If so, can I usually expect other cases of multiple verbs where thatsame subtlety exists to also use ¥ŸÌ in connecting verbs ? Another case is that the s tructure V.S. +æ² / æÓ / ø© ª ¿œ ¿÷¥Ÿ made a l ot more sense, feltmore comfortable, was easier to remember, and gave me a slightinsight into the logic of Korean language after we talked about V.S. +æ² / æÓ /ø© ¥Ÿ and I realized that the first structure ªis also probably derived from ¥Ÿ ( it also helped to understand¿œ as well.)

TF on Korean word structure (part 1)TF on Korean word structure (part 1)

I was trying to read a bil ingual copy of ƒ·¡„ ²œ¡„ , just topractice reading in «—±€ . A lot of the grammatical structures Ididn't know, so I could understood bits and pieces of it. But parts thatI thought I understood a little often turned out that I didn't. Part of this,I r ealized, came from my seeing, at the beginning of a word, forinstance the syllable ¿œ , and I would think this has something to dow/work, or t he sun, or some such meaning of t he word ¿œ . As ithappened, ¿œ w as just the first syllable of some longer word. Ofcourse, I wouldn't do this in German or English. Part of it is knowingthat post position particle and other such grammatical structures areoften attached directly to a word in Korean, and so longer words cansometimes be b roken down into constituent particles. But eventhough German often uses long compound words, I would neverassume to do this w/a word I didn't recognize.Or English for that matter. I wouldn't assume that the word managehas anything to do with a man or his age, quite apart from the factthat know this already. But English isn't as often structured that wayanyway.

TF on Korean word structure (part 2)TF on Korean word structure (part 2)

But I think what causes me to do this in Korean more has to do withthe structure of the writing as well - the grouping of letters intoindividually, immediately recognizable syllables. It is as if somewherein the back of my mind. I have convinced myself that Korean is madeof several thousand individual syllables w/distinct meanings, andwhich are combined into words in a way that combines the meaningof the constituent syllables - in a way like Orwell's New speak. Suchas wh en I compared ¿žžƒ and ¿žæ« to myself and thoughtthat žƒ meant food, æ« meant music, and ¿ž must be some sortof particle meaning "general".

Korean/English interlanguage: Native language Korean/English interlanguage: Native language transfertransfer

Errors in phonology due to native language transfer Errors in phonology due to native language transfer (Jeon, p.c.):(Jeon, p.c.):

1. pronouncing the consonant sounds (e.g. ka (with a 1. pronouncing the consonant sounds (e.g. ka (with a little aspiration), kka (without aspiration), kha (with little aspiration), kka (without aspiration), kha (with more aspiration), etc.) more aspiration), etc.)

2. pronouncing vowel sounds (particularly, vowel length) 2. pronouncing vowel sounds (particularly, vowel length) 3. having appropriate rhythm in the language. Korean 3. having appropriate rhythm in the language. Korean

sounds ‘flatter’ than English because every syllable in a sounds ‘flatter’ than English because every syllable in a sentence is more or less equally stressed, whereas sentence is more or less equally stressed, whereas English sounds rhythmic because some syllables are English sounds rhythmic because some syllables are more stressed than others. Americans try to use English more stressed than others. Americans try to use English rhythm patterns in Korean.rhythm patterns in Korean.

Korean/English Interlanguage: Native Korean/English Interlanguage: Native language transferlanguage transfer

Syntactic errors due to native language transfer (Jeon, Syntactic errors due to native language transfer (Jeon, p.c.):p.c.):

1. Not using subject markers and object markers (which 1. Not using subject markers and object markers (which clarify meaning in a Korean sentence) appropriately. clarify meaning in a Korean sentence) appropriately.

2. Supplying sentence parts that are not required in 2. Supplying sentence parts that are not required in context. Since Korean language is based on high-context context. Since Korean language is based on high-context culture, whenever they are understood from the context, culture, whenever they are understood from the context, the subject and the object of the sentence are omitted. the subject and the object of the sentence are omitted. On the other hand, the subject and object are required On the other hand, the subject and object are required sentence parts in an English sentence. And thus, English sentence parts in an English sentence. And thus, English speakers often use the subject and the object even speakers often use the subject and the object even though they are not required in context for Korean.though they are not required in context for Korean.

TF on pronouncing Korean vowels: sliding between TF on pronouncing Korean vowels: sliding between two Korean sounds (not English transfer)two Korean sounds (not English transfer)

Between meeting w/¡§øÓ this afternoon and š¹º±ªð¥‘ th is evening, I th ink I a m able to clarify a fe w thingsabout my feelings of i nadequacy regarding Korean. When talking¡§øÓ about our recent lessons, I mentioned the - Ø /-¿Østructure. He thought I was saying -Œ /-¿Œ . Al though Idon't think I have too much trouble pronouncing ø¿ in most cases,my æÓ seems to slide back and forth between æ² and ø¿ , as ifthe latter two are solid objects with a li quid æÓ floating betweenthem. Consequently, I n ever feel completely comfortable sayinganything with æÓ i n it. Lately, out o f fear of it sounding too æ² , Ihave &&&&&&&ed heavily toward ø¿ . So I tend to sound like -Œinstead of Ø . T his confuses others, and sometimes even me - Ithink that was I was confused w/ ¿Ã ªÛ¦Ž last week when hesaid Ø , I partially thought I heard ŽÛ .

I discovered something rather unusual about how I perceive Korean - perhaps how Iperceive it, I should say. With English, I do not separate a word - a series of sounds -from its meaning. The word + meaning are one and same - the meaning is concrete inthe word. And yet w/Korean - most definitely w/single words, or when spoken by usstudents, so that the inflection doesn't sound particularly language related - I am moreable to make that separation. It sounds at times like a series of phonemes with which Iequate some conceptual meaning. So a new word does not strike me as a word I don'tunderstand, but a phoneme string with which I equate no meaning - more melodiousthan linguistic (Actually, I think in a way I would hear native Korean speakers in this way,too.) So hearing some Korean that I know only a few words of would sound more like avocalize, or an opera - an occasional glimpse of meaning interspersed with a lot ofmusic. Hmn. Weird.

TF on separating sounds from meaning in Korean TF on separating sounds from meaning in Korean

Ever since you t old me early this summer that some of myvowels were too short (especially, after ¿Ø»Ò kept mistaking my± fo r ±š because my øÏ was so short), I've been working onkeeping my vowels a m ore comfortable length (although not alwayssuccessfully). One reason I ten d to shorten the vowels is that Inaturally talk too fast - another is that I want to get my Korean speedup a li ttle so that I won't lose track of w hat I am trying to say it ( ahabit I have even in English.) But I also have had si milar troubleseveral times with consonants as well - par ticularly involving ƒ¹ .The pronunciation of Œ and ¿ðŽÛµµ are often confusingto Korean friends because my pronunciation of the two §© togetheris too short - at least, I think that's the problem; when I listen to themrepeat the word, that is the only difference I hear. ( I don't seem tohave that problem w/ §§ in æ»Á or æ¾¥œ for some reason.)But even single §© gives me problems sometimes, which makes mewonder if I am too loose with my pronunciation of it. You and somepeople like ¿Ø»Ò don't have trouble with my p ronunciation of i t,but perhaps its because you are used t o it as an Americanpronunciation. But I want to improve it.

TF on length in vowels and consonantsTF on length in vowels and consonants

Implications for TeachingImplications for Teaching

Expect learners to draw on multiple sources for their Expect learners to draw on multiple sources for their generalizations and rules: English, Korean, instructional generalizations and rules: English, Korean, instructional rules, personal perceptions and preferences, strategies.rules, personal perceptions and preferences, strategies.

Expect learners’ rule systems to change over time according Expect learners’ rule systems to change over time according to their to their own internal syllabusown internal syllabus. Be patient; input does not . Be patient; input does not equal intake.equal intake.

Teach inductively: give students examples of Korean target Teach inductively: give students examples of Korean target structures and ask them to create generalizations; then show structures and ask them to create generalizations; then show them the correct rule.them the correct rule.

Have interested students keep journals for you to read, so Have interested students keep journals for you to read, so you can understand their perspective, and the you can understand their perspective, and the generalizations they are making about Korean.generalizations they are making about Korean.

2. Interlanguage system is revealed when 2. Interlanguage system is revealed when learner tries to express meaninglearner tries to express meaning

We only see the the language the learner has We only see the the language the learner has really internalized (IL) when he tries to express really internalized (IL) when he tries to express an original meaning in the new language. an original meaning in the new language.

We do not see this when she is repeating We do not see this when she is repeating something after the teacher, or copying what is something after the teacher, or copying what is on the board, or reciting memorized sequences. on the board, or reciting memorized sequences. Such activities do not draw on the interlanguage Such activities do not draw on the interlanguage rules. rules.

Can such activities help the interlanguage Can such activities help the interlanguage develop? These learners don’t think so … develop? These learners don’t think so …

ER on copying from the boardER on copying from the board

I’I’m finding that we have to do a lot of copying m finding that we have to do a lot of copying from the board in this class. from the board in this class. II don’tdon’t really like it, really like it, because it takes a lot of time. … Last week Li because it takes a lot of time. … Last week Li had us practice a little reading selection. had us practice a little reading selection. However, she However, she ““gavegave”” us the reading selection by us the reading selection by writing it on the board first, and then we had to writing it on the board first, and then we had to copy it down. So, is that legitimate copy it down. So, is that legitimate ““reading?reading?”” ““copying?copying?””

ER on copying grammar rulesER on copying grammar rules

[The teacher] simply stops talking, turns [The teacher] simply stops talking, turns her back to us, and starts writing [grammar her back to us, and starts writing [grammar rules on the board]. Werules on the board]. We’’re expected to re expected to copy it all down, and to learn it that way. copy it all down, and to learn it that way. She will, then, when most of us are She will, then, when most of us are finished writing, orally talk through it again, finished writing, orally talk through it again, and that is when sheand that is when she’’ll go through ll go through examples to illustrate what weexamples to illustrate what we’’re learning. re learning. Usually, the best part of the lesson is the Usually, the best part of the lesson is the time spent on examples. time spent on examples.

TF on value of meaningful use of Korean interlanguageTF on value of meaningful use of Korean interlanguage

Afterwards, however, we w ent for dinner to «—±š¸ . I

suddenly became much more comfortable speaking some Korean

than I have ever been. (Maybe it was the Òˆ¦È ). Most of

what I sa id consisted of sh ort sentences or question, or one word

remarks (e.g. Êæ²ææ has stomach problems, so ¥œš´

­øˆ was said a lot.) It might have been easier for me because I

am not around these two women very much, and so they don't expect

much of my Korean - in fact, they are amazed that I can say anything

- and also they don't laugh. While driving home, I wa s able to give

Êæ²ææ directions almost entirely in Korean from Riverside on.

The nice thing was that I didn't have to think - except for my usual

dyslexia concerning left and right, from which I suffer even in Eng.

(but even here, I didn't have to decide "left and then of the Korean

word - I just thought of which hand to turn toward and immediately

said ø¼¬  )

Implications for teachingImplications for teaching

If your goal is to have students who can If your goal is to have students who can USE Korean to transmit meaning, then USE Korean to transmit meaning, then give them opportunities in the classroom give them opportunities in the classroom to practice using the Korean they know to to practice using the Korean they know to transmit real meaning (e.g., to tell you or transmit real meaning (e.g., to tell you or one another something new, give and one another something new, give and follow directions, etc. using Korean).follow directions, etc. using Korean).

They can do this with you, in front of They can do this with you, in front of class, or in pairs with each other.class, or in pairs with each other.

3. Students need form-focused feedback 3. Students need form-focused feedback (Doughty & Williams 1998)(Doughty & Williams 1998)

Learner notices and responds to implicit and Learner notices and responds to implicit and explicit negative feedback provided when errors explicit negative feedback provided when errors are made are made in the course of communicating in the course of communicating meaningmeaning..

When the learner does this, many researchers When the learner does this, many researchers claim that acquisition results. Thus, feedback claim that acquisition results. Thus, feedback (correction) in the midst of communicative (correction) in the midst of communicative activity is extremely important.activity is extremely important.

ER on need for feedbackER on need for feedback

II got my tape back from Park. She only got my tape back from Park. She only corrected one sentence of mine for corrected one sentence of mine for pronunciation. However, pronunciation. However, II didn didn’’t clearly t clearly understand what my mistake was. Sometimes understand what my mistake was. Sometimes II cancan’’t hear the correct differences between words t hear the correct differences between words and sounds. and sounds.

I’I’ve never received any feedback ve never received any feedback regarding my writing. The quizzes, too, often regarding my writing. The quizzes, too, often seem random. seem random. II never quite know what they are never quite know what they are testing.testing.

Implications for TeachingImplications for Teaching

Find ways to correct student performance Find ways to correct student performance WHILE they are using Korean to communicate:WHILE they are using Korean to communicate:

* provide explicit correction* provide explicit correction * recast errors; ask students to recast each other* recast errors; ask students to recast each other * correct student writing and ask for rewrites* correct student writing and ask for rewrites * correct students’ pronunciation & make them * correct students’ pronunciation & make them

practice (have them tape sentences with practice (have them tape sentences with pauses between the sentences, listen to the pauses between the sentences, listen to the tapes, and provide correct pronunciations in the tapes, and provide correct pronunciations in the pauses) pauses)

4. Interlanguage is fossilized4. Interlanguage is fossilized

Adults always stop developing their new Adults always stop developing their new language before they reach their goal (whatever language before they reach their goal (whatever that is).that is).

Their grammar and pronunciation and Their grammar and pronunciation and vocabulary always sound “foreign” to speakers vocabulary always sound “foreign” to speakers of the target variety.of the target variety.

Perhaps this æÓ f loats around because no matter how I try it -every possible fractional differentiation between ø¿ a nd æ² - itdoesn't sound right. In talking to š¹ º±ªð¥‘ tonight I said thatI kn ew I was saying the vowels right. But thinking about it more, Irealize I should probably say that I m ust be saying them rightsomewhere, because I try every possibly shading I c an create withmy mouth, voice, etc. But even when I hit on a sound that seems toright- sounds pretty much the same as I hear from my Korean friends.It st ill doesn't sound Korean convincingly. ( I don't know how toexplain why it sounds right but still doesn't sound right.) but as I said -the shape of the inside of my mouth, my throat, nose, sinuses, etc. allconspire against being able to sound Korean. I will never soundKorean to my ears.

TF on pronouncing Korean vowel (pt 2)TF on pronouncing Korean vowel (pt 2)

Implications for TeachingImplications for Teaching

Model native behavior in Korean use but be Model native behavior in Korean use but be strategic in what you correct.strategic in what you correct.

Correct first for intelligibility, not 100% Correct first for intelligibility, not 100% nativeness, in learners’ Korean language usenativeness, in learners’ Korean language use

Encourage students when you see progressEncourage students when you see progress

Summary: Teaching Suggestions consistent Summary: Teaching Suggestions consistent with research on learner languagewith research on learner language

1.1. Teach inductively: give students examples of target Teach inductively: give students examples of target structures, invite them to make generalizations, then structures, invite them to make generalizations, then tell them the correct rule.tell them the correct rule.

2.2. Give students opportunities to practice using the Give students opportunities to practice using the Korean they know to transmit real meaning: e.g. to tell Korean they know to transmit real meaning: e.g. to tell you or one another something new, using Korean.you or one another something new, using Korean.

3.3. Expect errors to come from several sources: learners’ Expect errors to come from several sources: learners’ reliance on English, their overgeneralizations of reliance on English, their overgeneralizations of Korean rules they’ve learned, and strategies they use.Korean rules they’ve learned, and strategies they use.

4.4. Find ways to correct student performance in speech Find ways to correct student performance in speech and writing, ideally their performance transmitting and writing, ideally their performance transmitting MEANING in Korean.MEANING in Korean.

We need studies on English-Korean We need studies on English-Korean interlanguageinterlanguage

What is the built-in syllabus of Korean L2? What are the What is the built-in syllabus of Korean L2? What are the stages of its acquisition?stages of its acquisition?

What is the role of native language transfer in shaping a What is the role of native language transfer in shaping a Korean IL?Korean IL?

What sorts of overgeneralizations of Korean rules do What sorts of overgeneralizations of Korean rules do learners of Korean make?learners of Korean make?

What is the role of meaningful use of Korean IL in SLA? What is the role of meaningful use of Korean IL in SLA? Can IL develop from memorization and copying tasks?Can IL develop from memorization and copying tasks?

Does negative feedback in the midst of communicative Does negative feedback in the midst of communicative activity have an impact on the development of Korean activity have an impact on the development of Korean L2? Can students provide this feedback effectively to L2? Can students provide this feedback effectively to each other?each other?

Are there learners of Korean L2 whose ILs do not Are there learners of Korean L2 whose ILs do not fossilize?fossilize?

ReferencesReferences Doughty, C., & Williams, J. (Eds.). (1998). Doughty, C., & Williams, J. (Eds.). (1998). Focus on Focus on

Form in Classroom Second Language AcquisitionForm in Classroom Second Language Acquisition. . Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.

Jihyeon Jeon (1996). Instructed L2 acquisition and Jihyeon Jeon (1996). Instructed L2 acquisition and learners’ motivation, learners’ motivation, English TeachingEnglish Teaching, 51(1), p. 59-81., 51(1), p. 59-81.

Jihyeon Jeon Park (1995). Adult learners’ motivation in Jihyeon Jeon Park (1995). Adult learners’ motivation in learning a non-cognate foreign language, Ph.D. Thesis, learning a non-cognate foreign language, Ph.D. Thesis, University of Minnesota.University of Minnesota.

Selinker, L. (1972). Interlanguage. IRAL 10:209-241.Selinker, L. (1972). Interlanguage. IRAL 10:209-241. Tarone, E. (1994). Interlanguage. In R. Asher & S. Tarone, E. (1994). Interlanguage. In R. Asher & S.

Simpson (Eds.), Simpson (Eds.), Encyclopedia of Language and Encyclopedia of Language and LinguisticsLinguistics (Vol. 4, pp. 1715-1719). Oxford: Pergamon. (Vol. 4, pp. 1715-1719). Oxford: Pergamon.