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A Study on the Relationship Between Learning Idioms and Semantic Transparency for Learners of the Korean Language

  • DONAM OHMUNHAK
  • Abbr : 돈암
  • 2017, 31(), pp.285~316
  • DOI : 10.17056/donam.2017.31..285
  • Publisher : The Donam Language & Literature
  • Research Area : Humanities > Korean Language and Literature > Korean Literature > History of Korean Literature
  • Published : June 30, 2017

Suh Kyoung Sook 1

1서울대학교

Candidate

ABSTRACT

The purpose of this paper is to examine the relationship between learning idioms and semantic transparency for Korean language learners of varying nationalities. In a number of prior studies, the direct relationship between semantic transparency and idiom learning has become an accepted premise; however, there have not been many empirical studies on this premise. In fact, there is a need to examine whether there is a correlation between idiom learning and semantic transparency. An experimental study using OpenSeasame was conducted to try to verify that the semantic transparency of idioms influences the learning of idioms for L2 learners. The experiments carried out in this study consisted of a learning section and an inspection section. In the learning section, three types of idioms with differing transparency were repeated three times as a self-paced learning method. In the subsequent inspection section, recall tasks (meaning recall and lexical recall tasks) were performed. The results showed, first, in terms of semantic transparency and speed of idiom learning, L2 learners showed differences in learning speed based on transparency. The amount of time spent learning C-type idioms with high semantic transparency was much less than the time spent learning less transparent A-type idioms. This suggests that the transparency of idioms affects the learning time for Korean language learners learning idioms. Second, there is a relationship between the semantic transparency of idioms and the learning effect. L2 learners showed differences in learning effect depending on the level of transparency. The more transparent idioms had a positive learning effect, and the success rate of the meaning and lexical recall tasks was found to be high. On the other hand, the success rate of the meaning and lexical recall tasks for the opaque idioms was found to be lower, and learners found it more difficult to learn as the idioms became opaque. The results of this experiment verify the accepted premise that there is a positive relationship between semantic transparency of idioms, learning time, and learning effect.

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