초록 열기/닫기 버튼
This study investigated the effects of three-way interactions among individual differences (i.e., language aptitude and working memory capacity), feedback type (i.e., explicit vs. implicit), and rule complexity (i.e., simple vs. complex) on the acquisition of Korean by learners of Korean as a second language. The main research findings were as follows: (1) there was a positive effect of working memory on the acquisition of the target structures only when explicit feedback was provided; (2) working memory facilitated the development of explicit knowledge of a simple rule (i.e., Korean honorifics), whereas it did not contribute to the development of explicit knowledge of a complex rule (i.e., Korean morphological causatives); and (3) the type of corrective feedback affected the acquisition of both explicit and implicit knowledge of the target structures, regardless of rule complexity. Limitations of the study and implications for future research were also discussed.
