Universal grammar has exerted meaningful influence on the development of second language acquisition theories. SLA researchers working within UG have addressed the question whether second language developments are constrained by universal language principles. This paper reviews current developments in UG-based SLA research with a view to providing a better understanding of the role of UG principles in foreign language sentence structure development.

Eye-tracking approach allows us to collect and analyze data for a wide range of measures of eye-movements, to relate these to language processing, and to have insight of language processing (Conklin, Pellicer-Sánchez, and Carrol, 2018). The current study aims to investigate how ESL university students process the sentences with complex noun phrases modified by relative clauses. Two types of sentences with complex noun phrases were examined: complex noun phrases modified by relative clauses located in a sentence subject (syntactic-based processing) and those located in a sentence object (semantic-based processing). In total, 32 EFL university students participated in this study. Fixation count, regression rate, first reading time, and total reading time of areas of interest were examined. The eye-tracking results showed that the participants showed significantly higher regression rates on noun 2 than noun 1 in both types of complex noun phrases. In terms of verb selection, however, the results showed contrasting aspects : noun 1(verb 1 selection) preference in syntactic-based processing whereas noun 2(verb 2 selection) preference in semantic-based processing,

【벼리】문장은 완결된 내용으로 표현하는 최소의 언어형식이다. 이 문장의 확대를 통해 학습자들은 자신의 생각을 논리적으로 기술하여 하나의 글을 완성해 간다. 문장의 확대는 복문과 관계가 있다. 본고에서는 문장 연결 과제를 통해 외국인 학습자들의 복문 습득 양 상들을 살펴보고자 하였다. 실험은 3주 동안 초․중․고급 단계 외국 인 학습자 45명을 대상으로 하였다. 그 결과 접속문의 경우 대조와 이유가 모든 급에서, 나열은 초급과 고급에서 70%이상의 정답률로 습득을 하였으며 그 외 접속문은 완전 하게 습득을 못하였다. 내포문의 경우 관형절이 모든 급에서 80%이상 의 높은 정답률로 습득을 하였고 명사절은 초급이 47%로 습득이 아 직 진행 중이었으며 중급과 고급은 정답률에 차이가 있지만 습득이 이루어졌다. 혼합문의 경우 세 문장, 네 문장 연결하기 모두 정답률이 70%이하로 습득이 이루어지지 않았다. 이상에서 단순한 두 문장 연결의 접속문과 내포문에서 습득이 이루어졌더라도 문장 길이가 길어져 통사적으로 좀 더 복잡한 복문구조가 되면 문장 연결의 정확도가 떨어진다는 것을 알 수 있었다.

The current study investigates the syntactic priming effects on sentence processing in Korean(L1) and English(L2) production through a measure of production time. The purpose of this study lies in investigating whether the priming condition facilitates the production process both in processors’ L1 and L2 production. Participants are 32 Korean native speaking (L1) university students who speak English as a second language(L2). The target structures were dative alternate structures: prepositional vs. double object dative structures in English and canonical(DAT-ACC) vs. scrambled(ACC-DAT) dative structures in Korean. The experimental paradigm involved the repetition of an auditory stimulus, followed by picture descriptions. The production time was measured by E-prime. As a result, while syntactic priming effects were observed both in L1 and L2 production, the syntactic primed condition did not reduce the production time in L1 utterances. However, the time was reduced in L2 utterances with failing in reaching to the statistically significant effects.

Syntactic priming effect is a tendency in which the syntactic structure used in the previous utterance tends to be carried over in the following utterance. The effects have been considered to help envisage the abstract process in mind into a more concrete idea and offered prospects for understanding the speakers' grammatical structure. The purpose of the present study is to investigate whether this effect appears in Korean learners of Chinese, and whether the implicit learning effect emerges regardless of their proficiency(length of learning). Participants consist of two groups: less proficient learners with shorter length of learning (N=31) and more proficient learners with longer length of learning( (N=31). For the implicit learning effects, each participant took part in the experiment three times with an interval of fifteen days. The results showed that the syntactic priming effects have been observed. Also, the more salient implicit learning effects were observed in the group with longer length of learning(longer LOL) while the shorter LOL group has shown weaker effects. The results shed light on the universal tendency of syntactic persistence and gave implications that less-proficient learners who lack the cognitive prerequisite on L2 syntactic structures have some limitations on both the priming and implicit learning effects. The findings were complementary with the results of Park (2011).

Syntactic priming effect is defined as a tendency that speakers are more likely to use the syntactic structure in the case that the same structure was used in a preceding sentence compared to the case in which a different syntactic structure was used in a preceding sentence. The purpose of the study is to investigate the difference of the syntactic persistence between young and adult EFL learners. Also, the present study investigated the implicit learning effect. Participants consist of three groups: elementary school students, middle school students, and university students. For the implicit learning effects, each participant took part in the experiment three times with an interval with ten days. As a result, the salient priming effects and implicit learning effects were observed in university students. Weak effects were shown for middle school students and the weakest effects for the elementary school students. Especially, the priming effects on passive and double object dative structure were not observed for the elementary school students, weak for the middle school students, and strong for the university students. The results imply that young EFL learners who are in lack of cognitive prerequisite on L2 linguistic forms are limited to both the priming effects and implicit learning effects. Pedagogically, the young learners who are in lack of cognitive prerequisite knowledge require more explicit instruction for L2 grammar.

The original ruling took into consideration the fact that the accused was a Chaebol owner and applied the concurrent offence punishment provisions and the discretionary sentence reduction system to lower the inferior limit of the penalty, and passed a suspended sentence. In order to divert public criticism, the original ruling also ordered a huge payment as a social contribution fund as a means of a community service order according to article 62-2 of the penal code. But the Supreme Court construed the concept of a community service order in a restrictive manner as ‘work or manual labor that can be imposed by the hour up to 500 hours.' As a result of this construction the Supreme Court reversed and remanded the original judgment that ordered the payment of a social contribution fund as a community service order. The original court maintained the suspended sentence by imposing a 300 hour community service instead of the original social contribution fund payment. Consequently the fairness of the examination of the offence was greatly impaired by lowering the inferior limit of the penalty to 3 years in a case in which the accused was proven guilty of 11 separate offences including one of which the penalty is stipulated as ‘life sentence or imprisonment for more than 5 years.' This ruling disclosed the problematic issues of the concurrent offence punishment provisions and the discretionary sentence reduction system that grant judges excessive discretion on weighing penalties. It is also legislatively meaningful that the case raised issues on introducing new forms of ‘suspended sentence conditional orders' such as fund payment orders or damage recovery orders.

The question style in high school environmental science textbook was examined in terms of the placement, frequency, and type of question, and then analyzed the kind of scientific inquiry process elicited by the question in the topic of textbook using the Textbook Questioning Strategy Assessment Instrument (TQSAI). The average number of question per topic was only 0.6. The number of all question in the high school environmental science textbook was very little ; the number of non-experiential question was 8 and that of experiential one was 3. The total number of sentence was 1,236 and the ratio of the number of question to that of sentence was 0.9%. The frequency of non-experiential question was higher than that of experiential one. In action part of the textbook, there were more kinds of question styles than in the main part.