Tato práce se zabývá porozuměním a zpracováním aktivních a pasivních konstrukcí u českých studentů korejštiny a zkoumá, jak mezijazykový vliv, úroveň dovednosti jazyka a obsah učebnic společně ovlivňují porozumění a zpracování. Výzkumná část zahrnuje úlohu hodnocení přijatelnosti vět, které se účastnilo 29 českých studentů korejštiny a 20 rodilých mluvčích korejštiny. U studentů byla měřena i rychlost reakce (zpracování). Výsledky odhalily rozdíl v hodnocení přijatelnosti vět mezi oběma skupinami. Dále se u studentů projevila prodlená reakce u hodnocení sufixálních pasivních konstrukcí. To je způsobeno absencí pasivních konstrukcí v analyzovaných učebnicích, což naznačuje, že expozice konkrétním konstrukcím u studentů ovlivňuje jejich porozumění a rychlost reakce. Výsledky dále zdůrazňují, že typ konstrukce a pořadí slov ovlivňují rychlost reakce, ačkoli dopad se liší v závislosti na typu konstrukce. Tyto poznatky mají hluboké důsledky pro vývoj výukových materiálů a výukových strategií, což zdůrazňuje potřebu vyváženého zahrnutí aktivních i pasivních konstrukcí pro efektivní učení jazyka. Tato práce přispívá do oblasti výzkumu osvojováni si druhého jazyka tím, že poskytuje hlubší pochopení faktorů, které ovlivňují porozumění jazyka a zpracování v kontextu interakce českého a korejského jazyka.
Anotace v angličtině
This thesis investigates the comprehension and processing of active and passive constructions in L1-Czech L2-Korean learners and examines the influence of Cross-Linguistic Influence (CLI), proficiency levels, and classroom input on the comprehension and processing. The study employs an acceptability judgment task involving 29 Czech-speaking learners and 20 Korean native speakers to assess the acceptance of these constructions. For the L2 learners, their processing speed was measured as well. The results revealed a difference in the acceptability ratings between the two groups. Furthermore, L2 learners exhibited longer processing times in suffixal passive constructions. This is attributed to the absence of passive constructions in the analyzed L2 textbooks, suggesting that exposure to specific constructions affects learners' comprehension and reaction times. The findings underscore the importance of construction type and word order in influencing processing speed, although the impact varies depending on the construction. These insights have profound implications for the development of L2 instructional materials and teaching strategies, highlighting the need for a balanced inclusion of both active and passive constructions to facilitate effective language learning. The thesis contributes to the field of SLA by providing a deeper understanding of the factors that influence language comprehension and processing in the context of Czech and Korean language interaction.
Tato práce se zabývá porozuměním a zpracováním aktivních a pasivních konstrukcí u českých studentů korejštiny a zkoumá, jak mezijazykový vliv, úroveň dovednosti jazyka a obsah učebnic společně ovlivňují porozumění a zpracování. Výzkumná část zahrnuje úlohu hodnocení přijatelnosti vět, které se účastnilo 29 českých studentů korejštiny a 20 rodilých mluvčích korejštiny. U studentů byla měřena i rychlost reakce (zpracování). Výsledky odhalily rozdíl v hodnocení přijatelnosti vět mezi oběma skupinami. Dále se u studentů projevila prodlená reakce u hodnocení sufixálních pasivních konstrukcí. To je způsobeno absencí pasivních konstrukcí v analyzovaných učebnicích, což naznačuje, že expozice konkrétním konstrukcím u studentů ovlivňuje jejich porozumění a rychlost reakce. Výsledky dále zdůrazňují, že typ konstrukce a pořadí slov ovlivňují rychlost reakce, ačkoli dopad se liší v závislosti na typu konstrukce. Tyto poznatky mají hluboké důsledky pro vývoj výukových materiálů a výukových strategií, což zdůrazňuje potřebu vyváženého zahrnutí aktivních i pasivních konstrukcí pro efektivní učení jazyka. Tato práce přispívá do oblasti výzkumu osvojováni si druhého jazyka tím, že poskytuje hlubší pochopení faktorů, které ovlivňují porozumění jazyka a zpracování v kontextu interakce českého a korejského jazyka.
Anotace v angličtině
This thesis investigates the comprehension and processing of active and passive constructions in L1-Czech L2-Korean learners and examines the influence of Cross-Linguistic Influence (CLI), proficiency levels, and classroom input on the comprehension and processing. The study employs an acceptability judgment task involving 29 Czech-speaking learners and 20 Korean native speakers to assess the acceptance of these constructions. For the L2 learners, their processing speed was measured as well. The results revealed a difference in the acceptability ratings between the two groups. Furthermore, L2 learners exhibited longer processing times in suffixal passive constructions. This is attributed to the absence of passive constructions in the analyzed L2 textbooks, suggesting that exposure to specific constructions affects learners' comprehension and reaction times. The findings underscore the importance of construction type and word order in influencing processing speed, although the impact varies depending on the construction. These insights have profound implications for the development of L2 instructional materials and teaching strategies, highlighting the need for a balanced inclusion of both active and passive constructions to facilitate effective language learning. The thesis contributes to the field of SLA by providing a deeper understanding of the factors that influence language comprehension and processing in the context of Czech and Korean language interaction.
The present study investigates how the cross-linguistic influence (CLI), proficiency, and L2 classroom input influence comprehension and processing of active and passive construction in L1-Czech L2-Korean learners. Different languages may have different linguistic properties or express them differently. Korean uses suffixes like -i, -hi, -li, -ki to mark passive verbs, while Czech uses analytic passives with auxiliary verb být (to be) or reflexive pronoun se (self). Korean and Czech active constructions are typically both agent-before-theme, while passive constructions are typically both theme-before-agent. However, both languages use different case marking of the agent in passive construction (DAT vs. INST) which can lead to negative transfer in CLI. Therefore, the main hypothesis is that CLI, proficiency, and L2 classroom input will jointly influence comprehension and processing of active and passive construction in L1-Czech L2-Korean learners. It is also possible that L2 learners will perceive the active transitive construction as more acceptable compared to the suffixal passive construction. With proficiency as a factor, it is probable that with increase in proficiency, L2 learners will demonstrate improved accuracy in their acceptability judgments of both active transitive and suffixal passive constructions. Also, the effect of working memory capacity on the comprehension is moderated by participants’ proficiency level. Lastly, I believe the L2 classroom input analysis is going to reveal the canonical word order to be highly prevalent in both constructions. This study will be conducted through multiple tasks, i.e., Korean C-test for proficiency scoring, acceptability judgement task, digit span task, and analysis of classroom input in a form of six L2 textbooks. Data will be collected from 40 Palacký University students and 20 Korean natives.
Basis for research:
Analysis of the literature
Writing up the theoretical part
Textbook analysis
Preparation of the research tools
Conducting research
Research evaluation
Interpretation of the results and conclusion
Zásady pro vypracování
The present study investigates how the cross-linguistic influence (CLI), proficiency, and L2 classroom input influence comprehension and processing of active and passive construction in L1-Czech L2-Korean learners. Different languages may have different linguistic properties or express them differently. Korean uses suffixes like -i, -hi, -li, -ki to mark passive verbs, while Czech uses analytic passives with auxiliary verb být (to be) or reflexive pronoun se (self). Korean and Czech active constructions are typically both agent-before-theme, while passive constructions are typically both theme-before-agent. However, both languages use different case marking of the agent in passive construction (DAT vs. INST) which can lead to negative transfer in CLI. Therefore, the main hypothesis is that CLI, proficiency, and L2 classroom input will jointly influence comprehension and processing of active and passive construction in L1-Czech L2-Korean learners. It is also possible that L2 learners will perceive the active transitive construction as more acceptable compared to the suffixal passive construction. With proficiency as a factor, it is probable that with increase in proficiency, L2 learners will demonstrate improved accuracy in their acceptability judgments of both active transitive and suffixal passive constructions. Also, the effect of working memory capacity on the comprehension is moderated by participants’ proficiency level. Lastly, I believe the L2 classroom input analysis is going to reveal the canonical word order to be highly prevalent in both constructions. This study will be conducted through multiple tasks, i.e., Korean C-test for proficiency scoring, acceptability judgement task, digit span task, and analysis of classroom input in a form of six L2 textbooks. Data will be collected from 40 Palacký University students and 20 Korean natives.
Basis for research:
Analysis of the literature
Writing up the theoretical part
Textbook analysis
Preparation of the research tools
Conducting research
Research evaluation
Interpretation of the results and conclusion
Seznam doporučené literatury
Al-Dali, H. M. A. (2018). On the Internal Mechanisms of L2 Acquisition: Linguistic and Cognitive Accounts. Asian Journal of Humanities and Social Studies, 6(1).
Cunnings, I. (2017). Parsing and Working Memory in Bilingual Sentence Processing. Bilingualism: Language and Cognition,20(4), 659-678.
Jo, J. (2020). On the Causative-Passive Correlation in Korean. 30. 517-545. 10.15860/sigg.30.4.202011.517.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition.
Lim, J & Christianson, K. (2013). Second language sentence processing in reading for comprehension and translation. Bilingualism: Language and Cognition.
Mrázková, K. (2017). The use of passive participles in spoken Czech: Comparing institutional communication and everyday conversation. Časopis pro Moderni Filologii. 99. 181-192.
Ortega, L. (2014). Understanding second language acquisition. Routledge.
Slabakova, R. (2016). Second language acquisition. Oxford University Press.
Shin, G. & Jung, B. (2021). Automatic analysis of passive constructions in Korean: Written production by Mandarin-speaking learners of Korean. International Journal of Learner Corpus Research. 7. 10.1075/ijlcr.20002.shi.
Shin, G. & Park, S. (2021). Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean. Applied Linguistics Review. 14. 10.1515/applirev-2020-0036.
Stoet, G. (2010). PsyToolkit - A software package for programming psychological experiments using Linux. Behavior Research Methods, 42(4), 1096-1104.
Stoet, G. (2017). PsyToolkit: A novel web-based method for running online questionnaires and reaction-time experiments. Teaching of Psychology, 44(1), 24-31.
Seznam doporučené literatury
Al-Dali, H. M. A. (2018). On the Internal Mechanisms of L2 Acquisition: Linguistic and Cognitive Accounts. Asian Journal of Humanities and Social Studies, 6(1).
Cunnings, I. (2017). Parsing and Working Memory in Bilingual Sentence Processing. Bilingualism: Language and Cognition,20(4), 659-678.
Jo, J. (2020). On the Causative-Passive Correlation in Korean. 30. 517-545. 10.15860/sigg.30.4.202011.517.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition.
Lim, J & Christianson, K. (2013). Second language sentence processing in reading for comprehension and translation. Bilingualism: Language and Cognition.
Mrázková, K. (2017). The use of passive participles in spoken Czech: Comparing institutional communication and everyday conversation. Časopis pro Moderni Filologii. 99. 181-192.
Ortega, L. (2014). Understanding second language acquisition. Routledge.
Slabakova, R. (2016). Second language acquisition. Oxford University Press.
Shin, G. & Jung, B. (2021). Automatic analysis of passive constructions in Korean: Written production by Mandarin-speaking learners of Korean. International Journal of Learner Corpus Research. 7. 10.1075/ijlcr.20002.shi.
Shin, G. & Park, S. (2021). Isomorphism and language-specific devices in comprehension of Korean suffixal passive construction by Mandarin-speaking learners of Korean. Applied Linguistics Review. 14. 10.1515/applirev-2020-0036.
Stoet, G. (2010). PsyToolkit - A software package for programming psychological experiments using Linux. Behavior Research Methods, 42(4), 1096-1104.
Stoet, G. (2017). PsyToolkit: A novel web-based method for running online questionnaires and reaction-time experiments. Teaching of Psychology, 44(1), 24-31.