Human Development & Quantitative Methodology Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2779
Browse
3 results
Search Results
Item The processing of past-tense inflection in first language (L1) and second language (L2)(2012) Kim, Say Young; Wang, Min; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present dissertation research investigates how morphologically complex words are processed in isolation and in sentential context by native speakers and second language learners, and how four critical factors in morphological processing (regularity, stem frequency, whole-word frequency, and orthographic similarity) influence this processing. For comparisons between different first languages (Korean L1 and English L1) and between first and second languages (English L1 and English L2), Native Korean Speakers (Exp.1 and 3), Native English Speakers (Exp. 2a and 4a), and Korean Learners of English (Exp. 2b and 4b) were tested. In order to compare the priming effects from words in isolation and words in sentences, sets of inflectional prime and target pairs, one for each language, were used both in a masked priming lexical decision task (Exp.1 and 2) and a self-paced reading task with mask priming (Exp. 3 and 4). The results showed priming effects from inflectional prime and target pairs in both Korean L1 and English L1 when the pairs were presented in isolation, showing morphological sensitivity in both L1 groups. However, when the pairs were embedded in sentences, the priming effect was found only in native English speakers but not in native Korean speakers, implying language-specific differences between Korean and English in processing of inflectional words in sentences. Moreover, even though a similar pattern of priming effects was found for words in isolation, English L2 showed no significant priming effect for words in sentences, consistent with past literature demonstrating less sensitivity to morphological structure in L2. The different patterns of priming effects between the two tasks as well as across the three language groups in the present research were also analyzed in terms of the four morphological factors, and discussed from the perspective of language-specific characteristics. In summary, the present dissertation research examined morphological processing of two typologically different languages in two different reading contexts. The results suggest the importance of language-specific characteristics in various reading conditions in enhancing our understanding of morphological processing in the human mind.Item CONTRIBUTIONS OF PRIOR KNOWLEDGE, MOTIVATION, AND STRATEGIES TO KOREAN COLLEGE STUDENTS' L2 WRITING DEVELOPMENT(2011) Chae, Soo Eun; Alexander, Patricia A; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study examined Korean college students' L2 writing development and performance, motivation, and strategies while taking ESL writing classes. The present study expands the literature by examining the effects of various learner characteristics on L2 writing development. The selection and the expected effects of learner variables were particularly guided by the Model of Domain Learning (MDL). Prior work has demonstrated motivation, strategy, and prior knowledge are associated with L2 writing development. For example, a study by Leki (2007) showed L2 writing motivation (i.e., goals) to be related to L2 writing proficiency. He (2005) developed a model and a measure for assessing strategies relevant to motivation in L2 writing. The current study sought to expand and elaborate on previous works, as the extant L2 writing literature has been limited in showing changes in learning factors over time and in incorporating learner characteristics into studies of L2 writing. The current study sought to answer the following questions: 1. To what extent and in what manner do Korean college students' initial self-efficacy and interest contribute to changes in L2 writing performance over time?; 2. How are Korean college students' interest and self-efficacy at the beginning (Time 1) and at the conclusion (Time 3) of an L2 writing course related to L2 writing performance and self-reported strategiy use at time 1 and 3?; 3. How is Korean college students' prior L2 writing knowledge associated with their L2 writing motivation, self-reported strategy use, and writing performance? In order to answer these questions, a multi-methods design was performed, where interviews were used to support what was found in analyses results with self-report measures. Results based on growth curve modeling with cohort data at three time points suggested that students' motivational orientation significantly predicts Korean college students' L2 writing performance at the beginning of a semester. However, the influence of initial motivation on the growth rate of L2 writing proficiency, specifically L2 writing performance, was negative. The cross-sectional and longitudinal analyses in this study concluded that the contributions of motivation constructs to L2 writing performance depended on time. While there were a few exceptions (i.e., non-significant relation between L2 prior knowledge and students' interest at Time 1), study findings generally indicated that L1 and L2 writing prior knowledge were significantly related to L2 writing motivation, performance, and strategy use. In addition, interview data demonstrated students' level of L2 writing self-efficacy, interest, and strategy uses. While the records from self-report data and interview data did not perfectly match, the two data sets were similar.Item Three young Korean children's English language learning in two American preschool classrooms(2010) Yi, Sunkyoung; Klein, Elisa L; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to examine the process of English language learning through social interactions in a preschool. Three Korean ELLs in two American preschool classrooms were observed over the course of one school year, and their interactions were analyzed using qualitative methods to describe and explain how their learning developed over time. ELLs developed English skills using five types of actions and interactions. Non-communicative action (NCA), private speech (PS), Non-verbal communication (NVC), and Non-responses (NR) were used while ELLs became accustomed to their classroom routines and members. As the children understood routines and interactions, they employed verbal communication (VC) by access and initiation with the teachers and peers; descriptions and attention-getting were mostly used to communicate with others. Three steps of language learning were identified: 1) children actively participated through observation and listening; 2) peer involvement or teachers scaffolding provided understanding and competence through reoccurring instructions and themes; 3) English competencies developed through everyday social interactions with other children. Joint-attention (Yawkey & Miller, 1984) or mutual involvement (Camoinoni, 1979) played a central role in maintaining interactions. For mutual involvement to occur, ELLs had to find cooperative and loyal peers. To build such friendships, ELLs had to use other-centered strategies at the beginning of the school year and become avid observers and active participants. Social relationships thus were essential to facilitate social interactions and shared understanding. Play types (cooperative, parallel, and solitary), selection of friends or play partners, and attitudes toward peers influenced friendship-building and the development of English language comprehensions.