[논문]Use of Emotion Words by Korean English Learners

Lee, Jin-Kyong

Use of Emotion Words by Korean English Learners 원문보기

Lee, Jin-Kyong (Catholic University of Daegu)

The purpose of the study is to examine the use of emotion vocabulary by Korean English learners. Three basic emotion fields, pleasure, anger, and fear were selected to elicit the participants' responses. L1 English speakers' data was also collected for comparison. The major results are as follows. First, English learners responded with various inappropriate verb forms like I feel~, I am~ while the majority of English native speaking teachers responded with subjunctive forms like I would feel~. In addition, L2 English learners used mostly simple and coordination sentences. Second, the lexical richness, measured through type/token ratio, was higher in English L1 data than in English L2 data. The proportion of emotion lemmas reflects the lexical richness or the diversity of the emotion words. Lastly, L2 English learners' responses focused on a few typical adjectives like happy, angry and scared. This structural and semantic distinctiveness of Korean English learners' emotion words was discussed from pedagogical perspectives.

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문제 정의

The findings of this study will have implications for foreign language instruction. It is difficult to say that language proficiency is the only factor affecting use of emotion words but probably language proficiency is the major determinant of use of emotion words.
The goal of this study therefore, is to examine Korean EFL learners' use of English emotion vocabulary.
Cross-linguistic studies show that emotion lexicons may differ in structural and conceptual organization. This study aims to examine the emotion words of Korean English Language Learners with focus on the structural and conceptual organization of L2 mental lexicon. Further through this comparison of list between native English speakers, and the distinctiveness of L2 English learners’ emotion words will be discussed.
This study involved comparisons between English of Korean EFL learners and that of monolingual English speakers. Thus, 10 native-speaking English teachers and 40 Korean learners of English participated in the research.
At present, research on emotion-laden words is in its beginning stages because this category is more fluid and open-ended than that of emotion words, with words gaining different emotion connotations and affective functions depending on the context. This study will focus on emotion words.

제안 방법

The goal of this study therefore, is to examine Korean EFL learners' use of English emotion vocabulary. Data gathered from the elicitation questionnaire were analyzed, described and compared with those of English native speakers to explore the differences in usage of emotion words. Also, Korean native speakers' L1 data were partially used to see if there were L1 influences on the Korean English learners' use of emotion language.
On the other hand, conceptual non-equivalence was shown to complicate acquisition of emotion words and lead to negative transfer, lexical borrowing, and avoidance. The study suggests conceptual equivalence needs to be added to the list of factors that affect L2 vocabulary learning.

대상 데이터

This study involved comparisons between English of Korean EFL learners and that of monolingual English speakers. Thus, 10 native-speaking English teachers and 40 Korean learners of English participated in the research. To examine the uniqueness of L2 English or influence of Korean on the use of English emotion words by Korean learners, the same numbers of Korean college students were recruited to provide Korean native data.
To examine the uniqueness of L2 English or influence of Korean on the use of English emotion words by Korean learners, the same numbers of Korean college students were recruited to provide Korean native data. Thus, a total of 90 participants took part in the study. These learners were second year students majoring English Education.

성능/효과

Advanced American learners of Russian shifted from the adjectival to the verbal pattern in Russian and thus began approximating the usage of native speakers of Russian. Besides, the data showed 6 areas where learner usage differed from the monolingual Russian corpus: morphosyntactic transfer from the first language (L1), semantic transfer from the L1, greater use of adverbial constructions, absence of a language-specific verb frequently used by native Russian speakers, violations of appropriateness of sociolinguistic register, and a significantly lower proportion of emotion word tokens.
They compared the use of emotion vocabulary by speakers of Russian and English and advanced American learners of Russian. In this study, monolingual speakers differed significantly in the distribution of emotion terms across morphosyntactic categories: English speakers favored an adjectival pattern of emotion description, and Russian speakers a verbal one. Advanced American learners of Russian shifted from the adjectival to the verbal pattern in Russian and thus began approximating the usage of native speakers of Russian.
The results of this study show that Korean English learners’ use of emotion words are somewhat limited to stereotypical adjectives like happy, angry, and scared.

후속연구

Overuse of over generalized emotion words will result in underrepresentation of the user’s emotion. The present study is a preliminary one but it could provide the first step in investigating the above factors in future research.

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Use of Emotion Words by Korean English Learners 원문보기

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Use of Emotion Words by Korean English Learners 원문보기

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