재미 한국어 계승어 학습자 작문에 나타난 통사 복잡성: Syntactic complexity in the writing of Korean heritage learners in the United States
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT Complexity, along with accuracy and fluency, is one of the dimensions that are primarily used to measure one's language proficiency level (Larsen-Freeman, 2006). As heritage language learners tend to speak the language in home and community environments only, they have relatively limited exposure to a more advanced, elaborate language. This study aims to investigate how Korean-American school-aged children use the Korean grammatical items related to syntactic complexity based on their writing samples to draw its implications on language education for Korean heritage learners. Using a revised form of the frequency analysis method (Ellis, 1994), 407 writing samples of heritage language learners at different proficiency levels in the United States and 40 samples of native Korean speakers in South Korea were analyzed. The results showed that the use of related grammatical items of heritage language learners dramatically changed over time, showing the dynamics of language development. However, compared to native Korean speakers, the range of grammatical items which frequently appeared in Korean-American heritage learners writing samples was distinctly limited to those mostly used in oral communication. Implications for Korean education as a heritage language are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it