Heritage speakers are people raised in a home where one language is spoken who subsequently switch to another dominant language. The version of the home language that they have not completely acquired – heritage language – has only recently been given the attention it deserves from linguists and language instructors. Despite the appearance of great variation among heritage speakers, they fall along a continuum based upon the speakers’ distance from the baseline language. Such a continuum-based model enables researchers and instructors to classify heritage speakers more accurately and readily. This article discusses the results of research on lower-proficiency speakers, identifying recurrent features of heritage languages in phonology, morphology, and syntax. Preliminary results indicate that different heritage languages share a number of structural similarities; this finding is important for the understanding of general processes involved in language acquisition. The article also presents implications of the main findings for language education and identifies areas needing further study.

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Heritage Languages: In the 'Wild' and in the Classroom

This book provides a pioneering introduction to heritage languages and their speakers, written by one of the founders of this new field Using examples from a wide range of languages, it covers all the main components of grammar, including phonetics and phonology, morphology and morphosyntax, semantics and pragmatics, and shows easy familiarity with approaches ranging from formal grammar to typology, from sociolinguistics to child language acquisition and other relevant aspects of psycholinguistics The book offers analysis of resilient and vulnerable domains in heritage languages, with a special emphasis on recurrent structural properties that occur across multiple heritage languages It is explicit about instances where, based on our current knowledge, we are unable to reach a clear decision on a particular claim or analytical point, and therefore provides a much-needed resource for future research

Heritage Languages and their Speakers

Previous research has shown that second language (L2) learners reflect on language form when carrying out collaborative activities in L2 classrooms. This study explored which language forms Korean ...

The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners

Over the past 2 decades, research has demonstrated that learner collaboration facilitates second language (L2) acquisition (Lapkin, Swain, & Smith, 2002; McDonough, 2004; Storch, 1998, 2004; Swain & Lapkin, 1998). Adopting a sociocultural perspective (e.g., Swain & Lapkin, 1998), the current study compared the effectiveness of collaborative and individual tasks on the acquisition of L2 vocabulary by Korean as a second language (KSL) learners (N= 32). The learners completed a pretest, a dictogloss task, and two posttests over a 3-week period. Half the learners carried out the dictogloss in pairs, but the other half worked individually while thinking aloud. The collaborative dialogue and think-aloud protocols were transcribed, and language-related episodes (LREs) were identified. The results indicated that although the learners who participated in the collaborative task had a similar number of LREs as the learners who worked individually, they performed significantly better on the vocabulary tests. The pedagogical implications for the use of collaborative tasks to promote the acquisition of L2 vocabulary are discussed.

https://www.jstor.org/stable/pdfplus/25172996.pdf

The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary

Acoustic evidence suggests that contemporary Seoul Korean may be developing a tonal system, which is arising in the context of a nearly completed change in how speakers use voice onset time (VOT) to mark the language’s distinction among tense, lax and aspirated stops. Data from 36 native speakers of varying ages indicate that while VOT for tense stops has not changed since the 1960s, VOT differences between lax and aspirated stops have decreased, in some cases to the point of complete overlap. Concurrently, the mean F0 for words beginning with lax stops is significantly lower than the mean F0 for comparable words beginning with tense or aspirated stops. Hence the underlying contrast between lax and aspirated stops is maintained by younger speakers, but is phonetically manifested in terms of differentiated tonal melodies : laryngeally unmarked (lax) stops trigger the introduction of a default L tone, while laryngeally marked stops (aspirated and tense) introduce H, triggered by a feature specification for [stiff ].

Acoustic evidence for the emergence of tonal contrast in contemporary Korean

Maps Preface Abbreviations 1. Introduction 2. Genetic affiliation 3. Historical development 4. Dialects 5. Lexicon 6. Writing systems 7. Sound patterns 8. Word structure 9. Grammatical structure Select bibliography Index.

Ho-Min Sohn

Papers

The Korean language