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논문 기본 정보

자료유형
학술저널
저자정보
Eunsoo Kang (Seoul National University)
저널정보
한국응용언어학회 응용언어학 응용언어학 제31권 제4호
발행연도
2015.12
수록면
3 - 29 (27page)
DOI
10.17154/kjal.2015.12.31.4.3

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초록· 키워드

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Although a relationship has been established between working memory and explicit learning, learning achievements under implicit conditions remains an uncharted (Grey, Williams, & Rebuschat, 2015), and even equivocal area (Janacsek & Nemeth, 2015). In order to investigate the working memory"s impact on rule learning, twenty-four undergraduate students were divided into two groups: the high working memory capacity group and the low working memory capacity group. Both groups received the same implicit treatment regarding the rules for English phrasal verbs. Their grammaticality judgements were measured in a pre-test and an immediate posttest, and a short post-experimental interview was also administered. The results indicated that the overall scores of both groups were not significantly different, but each group exhibited a learning effect in different syntactic conditions, which indicates that they internalized different aspects of the rules. The high group overgeneralized syntactic movement whereas the low group favored only one of the possible syntactic order. This suggests that working memory may still have an impact on learners’ syntactic processing, which, nonetheless, may not contribute to significant difference in scores.

목차

I. INTRODUCTION
II. LITERATURE REVIEW
III. METHODOLOGY
IV. RESULTS
V. DISCUSSION AND CONCLUSION
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