Generally we warm up before we get exercise; we warm up a machine before it gets started. Likewise, Priming, particularly in memory research, is kind of 'warming up' in the process of information disposal and it also refers to speeding up information ...
Generally we warm up before we get exercise; we warm up a machine before it gets started. Likewise, Priming, particularly in memory research, is kind of 'warming up' in the process of information disposal and it also refers to speeding up information retrieval of long-term memory by utilizing provided specific clues. Priming effect, which can be observed while producing words, is to promote recognition or detection of following stimuli by means of presented texts or words. Behaviorists, who regarded language development as building up habits, argued that an exiting mother tongue positively or negatively affects on learning a foreign language. Furthermore, they said if a mother tongue acts negatively, errors by interference might be caused; reversely, if it acts positively, learning can be enhanced.
While previous studies are usually based on bilingual speakers who speak Korean as their mother tongue and speak English or French as their second language, this study is based on Chinese native speakers, some of whom are intermediate students at the Language Center of Andong National University and others belong to graduate or undergraduate programs at the same university. Priming effect was observed by using lexical decision tasks, which were conducted by the following technique; after visible stimuli are provided to subjects, they decide which are words with meanings or a nonword.
During Experiment 1, word pairs which are associated with each other and those not associated were presented as Korean priming stimuli and Chinese priming stimuli, and then the response times were checked when subjects produced Korean target words. The findings of the experiment are as follows: first, Chinese-Korean pair showed a faster promotional priming effect compared with Korean-Korean pair regardless of whether they are semantically associated or not. However, because the experiment just statistically indicated a weak tendency, dependency of concepts of the two languages in the brain was not clearly identified. Meanwhile, the experiment just shows that Chinese students strongly tend to learn Korean based on their mother tongue. Secondly, the response time under meaning related condition was slower than that under no meaning related condition. This is because, when outputting target words of Korean, semantically related stimuli compete with the words that subjects would name and makes the response time slower.
During Experiment 2, subjects recognized the presented Korean word and precisely determined which of the several meanings in the Translated to Chinese Dictionary was the closest and properly used. Consequently, the second transcription showed faster priming effect rather than the first transcription. However, as diverse variables in standard deviation existed, it could not be concluded that the transcription with faster response time was more proper. That is, the deviation was more dispersed when the response time was faster; the deviation was less dispersed when the response time was slower.
According to the surveys conducted prior to the experiments, most students who took part in the experiments answered that they usually learn a language by using electronic dictionaries which allows informative links, useful web site and applications on smart phones. With this, although they have various and comprehensive knowledge about vocabularies, it is assumed that most of them fail to discover the precise meaning of words. Therefore Korean bilingual dictionary for Chinese students, Korean Learning Dictionary for Chinese Speakers is chosen and used as a reference. Though only 36 words were compared and several variables existed, Chinese transcription written in Korean Learning Dictionary for Chinese Speakers is mostly in accordance with the order of every translated word.
At the spots of Korean education aimed at Chinese, when a student can't understand sample sentences and explanation of the text and dictionary, a teacher can offer Chinese words, which can enhance students' language acquisition. Also, when educating Korean vocabularies, providing new words with similar meanings seems to have an affect on learning inefficiently. Nevertheless, it is still skeptical to conclude that providing student's native language is always efficient in vocabulary learning in every spot of education because all the results from the experiments just statistically indicated a weak tendency.
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