This study aims to find the mechanism language users acquire for grammatical knowledge and tries to figure out the effective way of teaching difficult grammar. For this purpose, this research particularly focuses on whether syntactic priming and input distribution affect the way Chinese learners of Korean understand particle alternation in Korean movement verb construction. The results represent that Chinese learners of Korean do not show syntactic priming effect neither in short term nor in long term. Nor does the input distribution make any difference in their understanding of the construction. This indicates that Korean L2 learners are likely to be affected more by their previous knowledge on grammar than by priming stimulus.
1. 서론
2. 이론적 배경: 통사 점화 효과
3. 연구 방법
4. 연구 결과
5. 결론과 논의
참고문헌