@article{ART002497241},
author={Kim, Dal Eun and Ji-Hye Kim},
title={Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction)},
journal={Modern English Education},
issn={1598-0782},
year={2019},
volume={20},
number={3},
pages={117-128},
doi={10.18095/meeso.2019.20.3.117}
TY - JOUR
AU - Kim, Dal Eun
AU - Ji-Hye Kim
TI - Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction)
JO - Modern English Education
PY - 2019
VL - 20
IS - 3
PB - The Modern English Education Society
SP - 117
EP - 128
SN - 1598-0782
AB - The purpose of this study is to investigate the interpretations of English dative alternations by Korean learners, especially focusing on how Korean learners of English understand semantic and morphological constraints related to dative alternations. Sixty Korean learners of English participated in the experiment where they performed a grammaticality judgment task using Magnitude Estimation (ME) with English sentences representing different semantic and morphological conditions. The results demonstrated that Korean learners of English considered Prepositional Dative Constructions (PDCs) more grammatical than Double Object Constructions (DOCs) in overall sentence types and their understanding of different semantic and morphological constraints on dative alternations seems to be incomplete. The results also showed that the learners’ proficiency in English played an important role in understanding English dative alternations. Detailed discussions and pedagogical implications are presented.
KW - Double Object Construction/ Prepositional Dative Construction/ English Dative alternation/ Korean learners of English/ Magnitude Estimation
DO - 10.18095/meeso.2019.20.3.117
ER -
Kim, Dal Eun and Ji-Hye Kim. (2019). Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction). Modern English Education, 20(3), 117-128.
Kim, Dal Eun and Ji-Hye Kim. 2019, "Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction)", Modern English Education, vol.20, no.3 pp.117-128. Available from: doi:10.18095/meeso.2019.20.3.117
Kim, Dal Eun, Ji-Hye Kim "Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction)" Modern English Education 20.3 pp.117-128 (2019) : 117.
Kim, Dal Eun, Ji-Hye Kim. Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction). 2019; 20(3), 117-128. Available from: doi:10.18095/meeso.2019.20.3.117
Kim, Dal Eun and Ji-Hye Kim. "Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction)" Modern English Education 20, no.3 (2019) : 117-128.doi: 10.18095/meeso.2019.20.3.117
Kim, Dal Eun; Ji-Hye Kim. Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction). Modern English Education, 20(3), 117-128. doi: 10.18095/meeso.2019.20.3.117
Kim, Dal Eun; Ji-Hye Kim. Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction). Modern English Education. 2019; 20(3) 117-128. doi: 10.18095/meeso.2019.20.3.117
Kim, Dal Eun, Ji-Hye Kim. Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction). 2019; 20(3), 117-128. Available from: doi:10.18095/meeso.2019.20.3.117
Kim, Dal Eun and Ji-Hye Kim. "Korean learners’ interpretation on English dative alternations: An experimental study focusing on goal-DOC (Double Object Construction)" Modern English Education 20, no.3 (2019) : 117-128.doi: 10.18095/meeso.2019.20.3.117