Abstract
This study aimed to compare the comprehension of second language (L2) English articles by native speakers of Korean, an article-less language, and by Korean learners of English as an L2 and Spanish as a third language (L3). The participants were 22 adult learners with advanced overall proficiency in L2 English and L3 Spanish. They completed two tasks, an online self-paced reading task and an offline acceptability rating task. The findings showed that both the trilingual and the bilingual groups relied on definiteness in distinguishing English articles as native speakers do. The findings related to the trilingual group were predicted by the morphological congruency hypothesis, but those related to the bilingual group were against the predictions of the fluctuation hypothesis. A comparison between the two non-native groups showed that the trilingual group had a higher sensitivity to distinguish English articles than the bilingual group, which provides evidence for positive backward transfer from the L3 to the L2 in article comprehension by learners of English whose L1 is article-less, such as Korean.
Acknowledgements
We would like to express our deep gratitude to Kyungsook Kim and Usha Lakshmanan, who generously shared their test items with us. Many thanks go to the participants and those who helped us to recruit them. We would also like to thank the two anonymous reviewers, whose detailed comments and suggestions have helped to improve the paper. All remaining errors are our own.
Appendix A: Background questionnaire (© 2006 Kyungsook Kim)
Appendix B: Proficiency test (© 2006 Kyungsook Kim)
Directions: Read the whole passage below once or twice until you understand the overall background. Then go back and guess the missing words. Each blank represents ONE word, and there are NO empty gaps. In a few cases, a contraction (such as I’m, isn’t, doesn’t) can be used to fill the blank. You can take as much time as needed.
A Visitor’s Guide to Korea
When to go
The best time of year for a visit to Korea is autumn (from September to November). The sight of leaves turning red and yellow in autumn is considered one of Korea’s great splendours. Even though there is always the possibility that _____1____ late typhoon could interfere with some of your _____2____ plans in September, the autumn period is generally ____3_____ time of sunny skies and little rain.
Winter ____4_____ dry and cold, but some travellers enjoy this _____5____. There is no question that this is a ____6_____ picturesque time in Korea, with brilliant skies and ____7_____ draping the roofs of temples. There are also ____8_____ to enjoy skiing. Except during the Christmas and _____9____ New Year holidays, you can look forward to ____10_____ scarcity of crowds almost everywhere you go. However, ____11_____ need to deal with sub-zero temperatures.
April and ____12_____ are beautiful, with flowers blooming everywhere and mild ____13_____. However, it’s important to note that Japan has ____14_____ holiday during the first week of May called “____15_____ week”, and Japanese tourists flood into Korea at ____16_____ time. The Japanese tend to book out all ____17_____ top-end and mid-range accommodation, but the bottom-end hotels ____18_____ seem to be very heavily affected.
Summer is ____19_____ a particularly good time to be in Korea. ____20_____ it’s the only time for the beach, you ____21_____ have to deal with hot and muggy weather ____22_____ jumbo crowds of people in all scenic areas. ____23_____ even raise their prices at this time. This ____24_____ also the wet season, in which Korea gets ____25_____ of its annual rainfall. Occasional typhoons during summer _____26____ also hold you up in your hotel room ____27_____ a couple of days and play havoc with ____28_____ tight travel itinerary.
What to bring
In most ____29_____, anything you forget to bring along can be ____30_____ inexpensively in Seoul. If you plan on doing ____31_____ camping or hiking – popular activities among the ____32_____ – the markets in Seoul are excellent places ____33_____ pick up anything you need, and prices will ____34_____ be lower than you would pay at home.
____35_____ repellent and sunblock (UV) lotion are hard to ____36_____ by. Shaving cream, vitamins, and medicine also tend ____37_____ be expensive, although not prohibitively so. Deodorant is ____38_____ available from big tourist hotels, such as the ____39_____ Hotel pharmacy in Seoul. Tampons are available from ____40_____ pharmacies and supermarkets.
Appendix C: Proficiency test answer key (© 2006 Kyungsook Kim)
a
sightseeing, outdoor, travel, pre-made, vacation, travelling, original, intended, prescheduled, holiday, visiting, initial
a, the
is, feels
season, weather, period, time, climate
very, greatly, wonderfully, really, definitely, beautiful, great, perfectly, totally, highly
snow, ice, snow
opportunities, places, chances, mountains, resorts, hills
lunar, the, Chinese, Korean
a, the
you, you’ll
May
temperatures, weather, temperature, breeze, sun
a
golden, spring, holiday, blooming, flower, May, Korea, vacation, break, travelling, blossom, tour, Sakura
this, that
the, available
don’t, never, rarely
not
while, although, because, since, as
will, might, may, always, also
plus, and, with
hotels, restaurants, vendors, taxis, businesses, stores, merchants, sellers, retailers, markets, accommodations
is
70%, most, 90%, lots, much, half, majority
can, could, may, might, will
for
a, your, the
cases, circumstances, occasions
purchased, bought, replaced
any, some, outdoor
Koreans, natives, youth, locals, tourists, travellers, young, visitors, people, youth, Seoulites, citizens
to
generally, always, also, usually, often, still, not, unexpectedly, even, extremely, likely, probably, really, definitely, absolutely, undoubtedly, certainly, greatly, comparatively, surely, mostly
mosquito, bug, insect, bugs
come
to
only, mostly, also, usually, widely, often, probably, possibly, always, easily
Lotte, Seoul, Hilton, Prince, Plaza, Duck, Medicine, Intercontinental, Koreana, Hyatt, Sinra, Choson, Grand, Hamilton
some, most, many, local, various, several, all, both, any, nearby, regular, near, small, big, the
Appendix D: Article insertion test (© 2006 Kyungsook Kim)
Directions: Read the entire passage below once or twice until you understand the overall context. Then go back and fill in the blanks with appropriate words. When you think no word is necessary, write Ø in the blank.
There was once ___1___ crow who stole ___2___ wedge of cheese from ___3___ kitchen window. She flew off with ___4___ cheese to ___5___ nearby tree. ___6___ fox saw what ___7___ crow had done, and he walked over to ___8___ tree.
“Oh, Mistress Crow, you have such lovely black feathers, such slender feet, such ___9___ beautiful yellow beak, and such fine ___10___ eyes! You must have ___11___ beautiful voice. Would you please __12____ for me?”
___13___ crow felt very proud. She opened her __14____ and sang CAW, CAW, CAW. Of course, ___15___ cheese dropped down. ___16___ fox quickly snatched it up and ate every bite.
Appendix E: Article insertion test answer key (© 2006 Kyungsook Kim)
a
a
the
the
a
a
the
the
a
black
a
sing
the
beak
the
the
Appendix F: Test items used in the online and offline experiments (© 2006 Kyungsook Kim)
[–definite, –specific] Condition
| # | [–definite, –specific A] Items | [–definite, –specific THE] Items |
|---|---|---|
| 1 | I need to buy a car. Any car will be fine. |
I need to buy the car. Any car will be fine. |
| 2 | I want to read a book. Any book will be okay. |
I want to read the book. Any book will be okay. |
| 3 | I need to see a lawyer. Any lawyer will be okay. |
I need to see the lawyer. Any lawyer will be okay. |
| 4 | I’d like to go to an island. Any tropical island will be fine. |
I’d like to go to the island. Any tropical island will be fine. |
| 5 | I’m looking for a restaurant. Any restaurant that’s not too costly. |
I’m looking for the restaurant. Any restaurant that’s not too costly. |
| 6 | I’m looking for a hotel. Any cheap hotel is fine. |
I’m looking for the hotel. Any cheap hotel is fine. |
| 7 | I feel like watching a movie. Any recent movie will do. |
I feel like watching the movie. Any recent movie will do. |
| 8 | I’d like to interview an actor. Any actor will be fine. |
I’d like to interview the actor. Any actor will be fine. |
| 9 | I want to date a doctor. Any doctor will be okay. |
I want to date the doctor. Any doctor will be okay. |
| 10 | I want to volunteer for an organisation. Any non-profit organisation is fine. |
I want to volunteer for the organisation. Any non-profit organisation is fine. |
Appendix G: Test items used in the online and offline experiments (© 2006 Kyungsook Kim)
[–definite, +specific] Condition
| # | [–definite, +specific A] Items | [–definite, +specific THE] Items |
|---|---|---|
| 1 | I have tickets for a concert. Can you guess which concert it is? |
I have tickets for the concert. Can you guess which concert it is? |
| 2 | I’ve won an award. You’ll never guess which award I’ve won. |
I’ve won the award. You’ll never guess which award I’ve won. |
| 3 | I have coupons for a restaurant. I’m not telling you which restaurant it is. |
I have coupons for the restaurant. I’m not telling you which restaurant it is. |
| 4 | I’ve decided to go to an opera. You’ll never guess which opera I chose. |
I’ve decided to go to the opera. You’ll never guess which opera I chose. |
| 5 | I met an actor. You’ll never guess which actor I met. |
I met the actor. You’ll never guess which actor I met. |
| 6 | I went to a meeting. You’ll never guess which meeting I went to. |
I went to the meeting. You’ll never guess which meeting I went to. |
| 7 | I plan to go to a talk show. Can you guess which talk show it is? |
I plan to go to the talk show. Can you guess which talk show it is? |
| 8 | I’m going to interview a journalist. Guess which journalist I’m interviewing. |
I’m going to interview the journalist. Guess which journalist I’m interviewing. |
| 9 | I’m taking a class. Guess what kind of class I’m taking. |
I’m taking the class. Guess what kind of class I’m taking. |
| 10 | I bought tickets for a musical. You won’t believe which musical it is. |
I bought tickets for the musical. You won’t believe which musical it is. |
Appendix H: Distracters used in the online reading task (© 2006 Kyungsook Kim)
Second sentence in each item makes sense in relation to the first sentence
I’m getting hungry. Do you want to get something to eat?
Have you heard anything from David? I wonder how he’s doing.
My friends own an Indian restaurant. They make delicious curry.
I’m looking for a mall. I need to get a new pair of shoes.
I haven’t attended a single reunion party. How about you?
I’m dating a musician. I met him at a party.
You look really nice. Have you lost weight?
I have a used car. It’s an old Honda Civic.
I’ll call the lawyer tomorrow. Thank you for giving me her phone number.
I’m going to Germany next week. My brother is studying engineering there.
I haven’t seen you for a long time. What have you been up to?
I’m here for an interview. What are you here for?
You’ve cut your hair. Short hair looks good on you.
I saw Robert on TV yesterday. He has become a famous writer.
There is a movie called Sideways. You should watch it.
Second sentence in each item does not make sense in relation to the first sentence
Are you married? It gets really hot here during the summer.
We never had a trip together. Do you remember our last trip together?
How are things at work? My nephew likes cartoons.
I’m looking for a place for a birthday party. Any detective is fine.
How are your parents? I think it’s too boring.
My cousin loves shopping for clothes. She never shops for clothes.
I wonder if the dorms are the same as before. You won’t believe how.
What do you think about this city? I don’t care what you think about this city.
I’m going to buy a computer. I don’t think I need a computer.
There is a mall just around the corner. Let’s take a nap.
Guess who I saw last weekend? Apples are good for your body.
Where do you live now? You’ll never guess who.
I don’t like chocolates at all. Chocolates are my favourite food.
Do you remember John? Excellent advice, thanks a lot.
I’ve always loved this city. I never wanted to come back here.
Jumbled-up items
Did you have lunch yet?
I look sweater the that on would blue yesterday good saw you.
Linda emailed me the other day.
Shall we to week that last go opened just restaurant the?
How long are you here for?
I can’t second this the is time believe test the that I failed.
Time goes by really fast, doesn’t it?
It feels shared the I when room yesterday together you had and like.
You wouldn’t believe what has happened to me.
Actors saw gallery an of just I one art at favourite my.
Appendix I: Distracters used in the offline reading task (© 2006 Kyungsook Kim)
Second sentence in each item makes sense in relation to the first sentence
It’s great to see you again. How have you been?
I’m here for a conference. It starts tomorrow.
I just bought a house. It has a huge kitchen.
I feel like having some Mexican food. Do you know any Mexican restaurants?
Tell me more about your family. How’s your sister?
I have exciting news. My sister is getting married.
I have an interesting book about dreams. Do you want to borrow it?
Do you remember our graduation party? It was fun, wasn’t it?
I took a trip to Brazil last summer. I really enjoyed it.
I have never seen that movie. What is it about?
Did you hear the news about Julie? She just had a baby.
I am going on a trip again this summer. Would you like to come with me?
I haven’t been to a concert in a long time. We should go to one together.
I’ve received an invitation from Mike. He’s having a birthday party.
I think you are absolutely right. Thank you for your advice.
Second sentence in each item does not make sense in relation to the first sentence
Cats are my favourite kind of pet. I really don’t like cats.
Where do you live now? Too much light is not good.
I can’t believe I’m talking to you. There is blue, red, and white.
Did you know that Tom got married? What is your name?
I got a message from Angela. As far as it takes.
I need a bigger bag. I accept your apology.
I always wanted to have my own company. I am sure he will pass.
I’ve been promoted. I was really sad.
I want to meet a famous person. Not bad, friend.
I wanted to be a teacher. Let’s give him a bit of time.
I have a project to finish. Well, that was the end of that.
David called me. Breakfast is a pretty important meal, don’t you think?
I was looking for a map. A man needs a clean house.
Everyone has been so kind. Perhaps another time.
I feel like we are in school again. You’ll never guess which box.
Jumbled-up items
I need a jacket.
The nurse a of came the to with shelter who leg the saw man broken.
I need to find a pharmacy.
The best on friends to fall do a the going during is thing picnic with.
Did you see that?
You used for rainy person days a who liked a to know to on walk go.
These are old shoes.
His family games enjoyed has with on playing always holidays guests card.
I’ve got a job.
She bought had nearby the that rose a from top cake wild a on bakery red.
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
- Comprehension of English articles by Korean learners of L2 English and L3 Spanish
- Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
- The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
- Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
- The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
- Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
- Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
- Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
- Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
- The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
- Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
- Videoed storytelling in primary education EFL: exploring trainees’ digital shift
- Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
- Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
- Revisiting after-class boredom via exploratory structural equation modeling
- Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
- Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
- Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
- Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
- Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
- The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
- “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
- Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
- Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
- Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
- The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
- Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
- On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese
Artikel in diesem Heft
- Frontmatter
- Research Articles
- “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
- Comprehension of English articles by Korean learners of L2 English and L3 Spanish
- Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
- The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
- Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
- The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
- Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
- Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
- Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
- Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
- The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
- Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
- Videoed storytelling in primary education EFL: exploring trainees’ digital shift
- Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
- Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
- Revisiting after-class boredom via exploratory structural equation modeling
- Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
- Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
- Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
- Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
- Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
- The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
- “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
- Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
- Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
- Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
- The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
- Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
- On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese