대한언어학회 전자저널

Lee, Yumi. (2021). A comparative study of word associations of Korean L1 speakers and L2 learners. The Linguistic Association of Korea Journal, 29(2), 71-93. This study compared and analyzed the word association patterns of Korean L1 speakers and L2 learners based on the characteristics (parts of speech and frequency) of stimulus words and proficiencies of L2 learners. For this, a word association experiment was conducted among 20 L1 speakers and 60 L2 learners. The results showed differences in word associations between L1 speakers and L2 learners; the former had more paradigmatic responses, while the latter had more syntagmatic responses to the stimulus words. Moreover, as L2 learners proficiency advanced, their paradigmatic responses increased and syntagmatic responses decreased. With regard to associative responses to parts of speech, both groups had a high number of paradigmatic ones to nouns, but showed different levels of associations for verbs and adjectives. Finally, with regard to associative responses to frequency, L1 speakers had paradigmatic ones to the stimulus words at all frequencies, while L2 learners had more syntagmatic responses.

# 단어 연상 실험(word association test) # 자극어(stimulus word) # 연상어(associative word) # 머릿속사전(mental lexicon) # 어휘 지식 (lexical knowledge)

• 강현화. (2013). 한국어 어휘교육 연구의 이론과 실제. 언어와 문화, 9(3), 1-38.
• 구본관. (1998). 15세기 국어 파생법에 대한 연구. 서울: 태학사.
• 김은혜. (2012). 연상을 활용한 한국어 어휘 교육 연구-고급 한국어 학습자를 대상으로-. 인하대학교 박사학위논문.
• 김중섭 외. (2017). 2017년 국제 통용 한국어 표준 교육과정 적용 연구. 국립국어원.
• 박선옥. (2008). 한국인과 중국인의 단어 연상의미 조사 분석과 단어 연상을 활용한 한국어 어휘 교육 방법. 한국어 의미학, 25, 71-98.
• 시정곤. (2001). 국어의 어휘부 사전에 대한 연구. 언어연구, 17(1), 163-184.
• 신재윤. (2012). 일본인 한국어 학습자의 단어 연상 의미 구조 연구. 이화여자대학교 석사학위논문.
• 신형욱. (2010). 외국어로서의 한국어 교육을 위한 어휘 교수·학습 방안 제안-외국어로서의 독일어 교육의 사례를 중심으로. 한국어교육, 21(1), 197-224.
• 이창학. (2007). 단어 연상 시험을 통해 나타난 효과적인 영어 어휘교육 방안. 언어연구, 23(2), 287-303.
• 정혜연. (2017). 전문통역사 머릿속 사전의 구조-통합어에 대한 경험연구. 번역학연구, 18(1), 147-169.
• 조남호 외. (2002). 현대 국어 사용 빈도 조사. 국립국어연구원.
• 황화상. (2014). 관용 표현과 어휘부, 그리고 문장의 형성. 한국어학, 65, 295-320.
• Aitchison, J. (2012). Words in the mind (4th ed.). Oxford: Wiley-Blackwell.
• Brown, R., & Berko, J. (1960). Word association and the acquisition of grammar. Child Development, 31, 1-14.
• Cronin, V. S. (2002). The syntagmatic-paradigmatic shift and reading development. Journal of Child Language Learning, 29(1), 189-204.
• Entwisle, D. R. (1966). Word associations of young children. Baltimore: Johns Hopkins Press.
• Ervin, S. M. (1961). Changes with ages in the verbal determinants of word-association. The American Journal of Psychology, 74(3), 361-372.
• Fitzpatrick, T. (2006). Habits and rabbits: Word associations and the L2 lexicon. In S. H. Foster-Chohen, M. Medved Krajnovic, & J. Mihaljevic Djigunovic (Eds.), EUROSLA Yearbook 6 (pp. 121–46). Amstredam: John Benjamins Publishing Company.
• Fitzpatrick, T. (2007). Word association patterns: Unpacking the assumptions. International Journal of Applied Linguistics, 17(3), 319–331.
• Fitzpatrick, T. (2015). Establishing the reliability of word association data for investigating individual and group differences. Applied Linguistics, 36(1), 23-50.
• Fitzpatrick, T., & Izura, C. (2011). Word association in L1 and L2: An exploratory study of response types, response times, and interlingual mediation. Studies in Second Language Acquisition, 33, 373–398.
• Hahn, H.-R. (2014). Korean EFL learners’ lexical development: Evidence from a word association test. Modern English Education, 15(1), 27-48.
• Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 24, 617-637.
• Jiang, N., & Zhang, J. (2021). Form prominence in the L2 lexicon: Further evidence from word association. Second Language Research, 37, 69–90.
• Khazaeenezhad, B., & Alibabaee, A. (2013). Investigating the role of L2 language proficiency in word association behavior of L2 learners: A case of Iranian EFL learners. Theory and Practice in Language Studies, 3(1), 108–115.
• Kim, M.-S. (2010). Korean language learners’ collocational word association and its implication for classroom teaching. Teaching Korean as a Foreign Language, 35, 1-21.
• Kim, M.-S. (2013). The mental lexicon of low-proficiency Korean heritage learners. Heritage Language Journal, 10(1), 17–35.
• Kroll, J., & Stewart, E. (1994). Category interference in translation bilingual memory naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174.
• Namei, S. (2004). Bilingual lexical development: A Persian-Swedish word association study. International Journal of Applied Linguistics, 14(3), 363-388.
• Nelson, K. (1977). The syntagmatic-paradigmatic shift revisited: A review of research and theory. Psychological Bulletin, 84(1), 93–116.
• Nissen, H., & Henriksen, B. (2006). Word class influence on word association test results. International Journal of Applied Linguistics, 16(3), 389-408.
• Orita, M. (2002). Word associations of Japanese EFL learners and native speakers: Shifts in response type distribution and the associative development of individual words. Annual Review of English Language Education in Japan, 13, 111–120.
• Pavlenko, A. (2009). Conceptual representation in the bilingual lexicon and second language vocabulary learning. In A. Pavlenko (Ed.), The bilingual mental lexicon: Interdisciplinary approaches (pp. 125-160). Bristol: Multilingual Matters.
• Read, J. (2004). Plumbing the depths: How should the construct of vocabulary knowledge be defined?. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition and testing (pp. 209-227). Amsterdam: John Benjamins.
• Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York: Palgrave Macmillan.
• Söderman, T. (1993). Word associations of foreign language learners and native speakers: Different response types and their relevance to lexical development. In B. Hammerberg (Ed.), Problems, process and product in language learning (pp. 157-169). Abo, Finland: Abo Academic.
• Sökmen, A. J. (1993). Word association results: A window to the lexicons of ESL students. JALT Journal, 15(2), 135–150.
• Wolter, B. (2001). Comparing the L1 and L2 mental lexicon: A depth of individual work knowledge model. Studies in Second Language Acquisition, 23, 41-69.
• Zareva, A. (2007). Structure of the second language mental lexicon: How does it compare to native speakers’ lexical organization?. Second Language Research, 23(2), 123–153.
• Zareva, A. (2011). Effects of lexical class and word frequency on the L1 and L2 English-based lexical connections. The Journal of Language Teaching and Learning, 1(2), 1-17.
• Zareva, A., & Wolter B. (2012). The “promise” of three methods of word association analysis to L2 lexical research. Second Language Research, 28(1), 41–67.