The objective of this study is to examine the dynamic development path of individual learners by reviewing the processes of change in complexity, accuracy, and fluency of three Korean learners’ writing and speaking from the perspective of the Dynami...
The objective of this study is to examine the dynamic development path of individual learners by reviewing the processes of change in complexity, accuracy, and fluency of three Korean learners’ writing and speaking from the perspective of the Dynamic Systems Theory. The study was conducted for fourteen months from June 2014 to August 2015 on three Korean learners with different language backgrounds (Chinese:A, Singaporean:B, Russian:C). The subjects’ speaking and writing samples were collected in 2.5 to 3 week-intervals. The writing and speaking data were analyzed separately. For writing, we examined the development of complexity and accuracy by combining fluency with complexity. Thus, the basic unit was set to a sentence to measure the ratio and frequency of sub factors of complexity and accuracy. For speaking, we set AS-unit as the basic unit to measure the ratio and frequency of sub factors of complexity, accuracy, and fluency. Then we presented supplementary analysis about each sub factor. This study can be summarized as follows.
First, each of the three learners demonstrated a unique developmental path for complexity and accuracy in writing under their own limited resources. Learner A, who had much language contact outside of class, showed a developmental increase in terms of complexity, showing a stable development of complexity from level 4. Learner A also showed an even distribution according to proficiency in terms of vocabulary usage. In terms of accuracy, learner A showed increased error until the beginning of level 4, but showed stability from mid-level 4. Hence, the complexity and accuracy had a competitive relationship in the beginning and intermediate levels, but was transitioned to a supportive relationship from level 5. However, error increased again in level 6, failing to demonstrate a continuous equivalent growth. Learner B, who focused on meaning, showed a slow development in which the expansion of complexity was shown in level 5. Learner B also did not show an even distribution according to proficiency in terms of vocabulary usage. Moreover, learner B showed increased error since mid-level 4. Thus, complexity and accuracy exhibited a competitive relationship since the beginning level. Learner C, who relied heavily on explicit knowledge, showed an incremental improvement of complexity in accordance with proficiency. However, learner C’s vocabulary usage was confined to the beginner’s level, and accuracy regressed as error rapidly increased since level 4. Thus, complexity and accuracy exhibited a supportive relationship until level 3 and transitioned into a competitive relationship since level 4.
Second, each of the three learners also showed a dynamic, nonlinear development pattern in the development of complexity, accuracy, and fluency in speaking. Learner A showed an incremental development of complexity since level 4. However, learner A showed a low ratio of advanced vocabulary, thereby showing an uneven distribution of vocabulary usage. Moreover, accuracy was not established as error was only temporarily reduced in level 5. In terms of fluency, the speed of speech was reduced and pauses were lengthened in the advanced level. Therefore, there was a multi-dimensional relationship paradigm among the three factors; complexity and accuracy exhibited a competitive relationship, accuracy and fluency exhibited a supportive relationship, and fluency and complexity exhibited a competitive relationship. Learner B demonstrated an expansion of complexity since level 4. However, learner B also showed a low proportion of advanced vocabulary, resulting in an uneven distribution of vocabulary usage. Moreover, error increased from mid-level 4. On the other hand, there was an improvement of fluency from level 5, with increased speech speed and shortened pauses. Therefore, the relationships between accuracy and complexity, and between accuracy and fluency were competitive while that between fluency and complexity was supportive. Learner C demonstrated an increase of complexity in accordance with proficiency. However, learner C’s vocabulary was limited to the beginning level. Learner C’s accuracy also regressed over time. Hence, accuracy and complexity as well as accuracy and fluency exhibited a supportive relationship until level 2, after which both were transitioned to a competitive relationship. Fluency and complexity exhibited a supportive relationship.
As shown here, the three learners demonstrated an interaction among sub-factors including increasing and decreasing as well as advancing and regressing in a nonlinear, dynamic development of complexity, accuracy and fluency. In addition, three learners showed different aspects of language development on each case. In other words, it showed that the development of language is dynamic and complex and it has no fixed pattern in the processing of language development. The results of this study provide new implications regarding the establishment of interlanguage by presenting information about the changes of interlanguage development.
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