{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/82634"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/82634","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Effect of Output Practice on the Automatization of Korean Morphosyntactic Rules","abstract":"The current study explored the effect of input and output practice on the automatization of three Korean morphosyntactic rules: word order (SOV), case-marking for nominative (-ka) and accusative (-reul), and classifier constructions. Twenty-eight native speakers of English were assigned into input and output groups to carry out 15 learning, practice, and test sessions over a 5-week period. Their performance was analyzed in terms of reaction time, error rate, and length of time of speech in a dual-task condition. Within group analysis of the practice and test data was carried out to determine whether automatization had occurred. Between group analysis of the practice and test data was carried out to determine whether automatization was skill-specific in production and comprehension. The findings showed that gradual automatization took place through practice, following a power law pattern (Logan, 1988b), and that automaticity was acquired through skill-specific processing. The findings are discussed in relation to their theoretical, methodological, and pedagogical implications.","abstract_html":"The current study explored the effect of input and output practice on the automatization of three Korean morphosyntactic rules: word order (SOV), case-marking for nominative (-ka) and accusative (-reul), and classifier constructions. Twenty-eight native speakers of English were assigned into input and output groups to carry out 15 learning, practice, and test sessions over a 5-week period. Their performance was analyzed in terms of reaction time, error rate, and length of time of speech in a dual-task condition. Within group analysis of the practice and test data was carried out to determine whether automatization had occurred. Between group analysis of the practice and test data was carried out to determine whether automatization was skill-specific in production and comprehension. The findings showed that gradual automatization took place through practice, following a power law pattern (Logan, 1988b), and that automaticity was acquired through skill-specific processing. The findings are discussed in relation to their theoretical, methodological, and pedagogical implications.","abstract_has_math":false,"creators":["Byun, Jin-Suk"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Linguistics","degree_department":null,"school":null,"contributors":["Kimberly McDonough"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T20:50:48Z","date_published":"2015-09-25T20:50:48Z","updated_at":"2026-07-22T22:26:18Z","subjects":["Education, Bilingual and Multicultural"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3242806"],"render_values":[{"text":"(MiAaPQ)AAI3242806","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/82634","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kimberly McDonough"]},{"key":"dc:creator","label":"Author","values":["Byun, Jin-Suk"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T20:50:48Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Linguistics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Bilingual and Multicultural"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/82634","(MiAaPQ)AAI3242806"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The current study explored the effect of input and output practice on the automatization of three Korean morphosyntactic rules: word order (SOV), case-marking for nominative (-ka) and accusative (-reul), and classifier constructions. Twenty-eight native speakers of English were assigned into input and output groups to carry out 15 learning, practice, and test sessions over a 5-week period. Their performance was analyzed in terms of reaction time, error rate, and length of time of speech in a dual-task condition. Within group analysis of the practice and test data was carried out to determine whether automatization had occurred. Between group analysis of the practice and test data was carried out to determine whether automatization was skill-specific in production and comprehension. The findings showed that gradual automatization took place through practice, following a power law pattern (Logan, 1988b), and that automaticity was acquired through skill-specific processing. The findings are discussed in relation to their theoretical, methodological, and pedagogical implications.","Made available in DSpace on 2015-09-25T20:50:48Z (GMT). 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Twenty-eight native speakers of English were assigned into input and output groups to carry out 15 learning, practice, and test sessions over a 5-week period. Their performance was analyzed in terms of reaction time, error rate, and length of time of speech in a dual-task condition. Within group analysis of the practice and test data was carried out to determine whether automatization had occurred. Between group analysis of the practice and test data was carried out to determine whether automatization was skill-specific in production and comprehension. The findings showed that gradual automatization took place through practice, following a power law pattern (Logan, 1988b), and that automaticity was acquired through skill-specific processing. The findings are discussed in relation to their theoretical, methodological, and pedagogical implications.","Made available in DSpace on 2015-09-25T20:50:48Z (GMT). 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