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This paper analyzes metaphorical expressions of ‘love’ in Korean and English popular songs and compares some common and different aspects of ‘love’ metaphors in the two languages. In cognitive linguistics, conceptual metaphor, or cognitive metaphor, refers to the understanding of one idea, or conceptual domain, in terms of another. Based on conceptual metaphor, we try to find how to conceptualize the abstract concept ‘love’ by concrete concepts in Korean and English popular songs. It is suggested that ‘love’ in popular songs is conceptualized as ‘commodity’, ‘fluid’, ‘journey’, ‘plant’, and ‘unity’. We also examine conceptual mapping between source domain and target domain in metaphorical expressions of ‘love’. Finally we argue that English popular songs have the strong tendencies expressing positive aspects of ‘love’ instead of negative ones. This reflects American thought that ‘love’ usually gives them positive effects and vigor in life. (Pusan National University)

A central goal of this paper is to present a new account of the long-standing observations which have been unanswered in the development of the minimalist theory(Chomsky, 1995, 2000, 2001, 2006, 2013): (a) how to interpret/evaluate the English matrix clause under the conception that a phase is interpreted/evaluated at the next(high) strong phase (Chomsky, 2000), (b) how to value the uninterpretable([uF]) ϕ-features of C and T in the derivations without resorting to interpretability in that the valued [uF] features are indistinguishable from inherently interpretable features after turning into interpretable features, (c) how T-to-C movement undergoes under syntactic implementation of the Chomsky(2013)'s labeling system. In this paper we claim that the GP phase recognition algorithm can answer these questions, which says that the Spell-Out applies at the relevant phase level if all labels of projections are encoded and some prominent features(ϕ-features, force features)are shared by the [uF] ϕ-features of CP and TP. Thus the Spell-Out applies in the TP level of the English matrix clause through ϕ-feature sharing between Subject and TP after CP deletion. In wh-clauses or inversion clauses the Spell Out applies at the CP level in which T-to-C is obligatory in order for [uF] ϕ-features to share the prominent features between two lexical categories. (Youngsan University ‧ Silla University)

This study aims to investigate how elementary school, middle school, college students perceived and evaluated the intensitive English camps implemented during school vacations. For the study, a survey was conducted with 39 elementary school students, 30 middle school students, 76 college students after their participating in the camps. College students' English speaking abilities were measured before and after the camps to see their improvement of speaking abilities. The questionnaire had 64 items relating to the participants' perceptions of eight factors of ‘English study,’ ‘native English teachers,’ ‘learning interest,’ ‘positiveness,’ ‘English anxiety,’ ‘learning effect,’ ‘indirect effect,’ and ‘satisfaction’ through the camps. The main findings of the study were as follows: (1) Overall, all of the three student groups had positive perceptions of and feelings about the camps, but the college students had the most positive attitudes and the middle school students the least positive attitudes towards English camps. (2) Both elementary school and college students groups were very positive of the camps and had a similar degree of positive perceptions except two perception factors. College students had more positive attitudes about ‘native English teachers’ and ‘learning interest’. (3) Elementary school students are likely to have more positive perceptions in terms of ‘English study,’ ‘English anxiety,’ ‘learning effect’ than middle school and college students. (4) An intensive English camps influenced the improvement of college students' English speaking abilities. (Pukyong National University‧ Kangwon National University)

This paper explores the co-relations and differences in English and Korean relative clauses from the Role and Reference Grammar[RRG] perspective. The relatives in two languages are divided into gap-based(or syntax-based) and characterization-based(or semantic and pragmatics-based) relatives. In this paper the followings are discussed. First, the gap-based relatives in English are so called relative clauses, while the characterization-based relatives are non-restrictive relatives. Second, the restrictive relative clauses in English serve to identify the intersection of sets for relative clauses and head nouns, and so the type of the nexus is regarded as the NP subordination. On the other hand, nonrestricitve relatives in English are argued to take the nexus of cosubordination. In Korean, however, the gap-based relatives are argued to be externally headed relative clauses, while characterization-based relatives are argued to be internally headed relative clauses and gapless relatives. The type of the nexus in Korean externally headed relatives is classed as the subordination, which provide characterization for the antecedent. On the other hand, the type of the nexus for internally headed relatives and gapless relatives could be the cosubordination. (Pusan National University)

This study analyzed the ability of Korea and U.S. elementary and middle school students in an ‘English Camp’ context and its empirical application to English education in Korea. Participants were 140 students, in grades 3 through 6 of elementary school and grades 1 through 3 of middle school. The participants were divided into four levels according to pre-tests of the DIBELS(Dynamic Indicators of Basic Early Literacy Skills) test. Elementary school students of grades 3 and 4 showed improvement in reading ability, equal to the DIBELS grade 2 benchmark score. Students of grades 5 and 6 also showed improvement in reading ability, equal to the grade 4 benchmark score. The middle school students also showed improvement, equal to the grade 6(elementary school) benchmark score. The study showed that as students ascend grades, the gap between their reading ability and the benchmark score widens. The study suggests the need for early diagnosis of reading ability, the importance of early intervention, and the development of curriculum-based measurement of reading ability. (Busan National Universiy of Education)

This study expects the improvement of learners' korean-speaking fluency by adopting ‘Storytelling’ task in Korean education. This study tried to put forward evidences to support this hypothesis through task activities that used storytelling. Learners are expected to dictate what they have learnt through the reading materials in a limited time while they perform the ‘Storytelling’ task. This ‘Storytelling’ task is different from the existing storytelling techniques in the way that learners become narrator who deliver the story instead of staying listener who just listen to the story. This process makes learners keep trying to develop their own speaking strategy to deliver the narrative story more effectively; in the long run, it helps learners deliver the original story by reorganizing it by their own language proficiency. This study confirmed the hypothesis that the group that adopted ‘Storytelling’ task for the speaking activity showed better accuracy and fluency than the group that adopted other tasks by experiment. (Pusan National University)

It is generally observed that transitive constructions with inanimate subjects are not usually preferred either in English or Korean. However, Korean exhibits a much stronger nonpreference for those constructions than English. To account for this difference between English and Korean, Kim et al.(2009) resort to ‘animacy,’ whereas Jang(2009) employs ‘agentivity.’ However, since these concepts, ‘animacy’ and ‘agentivity,’ serve as primary factors in determining the subject of a transitive construction both in English and Korean, neither Kim et al.’s or Jang’s analysis effectively explains the strong tendency of avoiding inanimate subjects in Korean transitive constructions. In this context, we analyze both literary and nonliterary English-Korean translation data and discuss the strategies to avoid inanimate subjects in transitive sentences observed in the data. We attempt to account for this avoidance in terms of the difference in the ‘subject hierarchies’ of English and Korean. (Ewha Womans University)

This study examines the effects of ability grouping in university TOEIC classes on academic achievement. The students are divided into three experiment groups, i.e. beginning, intermediate and advanced, based on their CBT scores. The research questions are as follows: (1) Are there any differences between the Computer-Based TOEIC(CBT) scores before and after a treatment; (2) Are there any effects of ability grouping on students' TOEIC achievement? The CBT scores taken from a given semester of both the experiment and control groups are compared with their scores after the treatment respectively, to evaluate improvement of each group. Statistical analyses are employed such as independent two samples t-test and one-way ANOVA. The results show that the CBT scores of all the three experiment groups have significantly increased. leading to the conclusion that ability grouping in TOEIC classes may positively have influenced students' CBT achievement. (Dongseo University)

This study investigates the effect of phonological short-term memory and existing vocabulary knowledge on L2 vocabulary acquisition. This study also explores the correlation between phonological short-term memory and learner factors in learning English vocabulary. 284 university students participated in this study and English non-word memory span test was used as a measure of phonological short-term memory. The results reveal that the students with a higher level of phonological short-term memory learned significantly more words than the students with a lower level of phonological short-term memory and that low correlations were observed between phonological short-term memory and learner factors. The findings are discussed compared to those of relevant studies and pedagogical implications are provided. (Pusan National University)

This research aims to analyze several aspects of meaning extension of Korean separation verbs such as ppay-ta, ppop-ta and ttu-ta, using their lexical co-occurrence and semantic preferences. The data used for this study is 3,192 sentences containing the three verbs which are collected from the 21st Sejong Balanced Corpus. Concerning the related works of semantic extension in nouns as well as in verbs, the majority of studies have focused on the description of synonyms or their distinction. Little is known about the semantic analysis of separation verbs and their meaning extension, especially from a point of view of lexical co-occurrence. In this paper, the examples containing ppay-ta, ppop-ta and ttu-ta were analyzed focusing on the prototypical meaning and their semantic preferences. Our findings suggest that the meaning extension of separation verbs could be described as follows: [removal], [movement], [acquisition], [selection], [separation] and others. (Pusan National University)

Letter transposition effect is a solid phenomenon for English alphabet, supporting a model that letter position is not specified. In this study, letter transposition effects in Korean was investigated by observing patterns of performance on various types of stimuli containing transposed letters. Experiment 1 and 2 tested the letter transposition effects by exchanging onset and vowel, or vowel and coda of a syllable in lexical decision. Experiment 3 tested the letter transposition effects by exchanging middle two letters of 3 syllable words. Letter transposition effects have not been emerged at all cases for Korean. These results support the view that Korean can be location specific, and it might be processed by onset, vowel, and coda basis. (Sogang University ‧ Yeungnam University)

This study examined the effects of L1 summary writing(SW) of L2 reading material on short-term and long-term L2 vocabulary retention along with the other two tasks: L1 translation(TR), and teacher-directed reading(TDR). It also explored a relative performance of students’ vocabulary learning and retention in relation to their vocabulary size, different task types according to their task-induced involvement load, and the performance of their summary writing. Subjects were 93 undergraduate students from various academic fields. The results showed that summary writing and translation activities were more effective in L2 vocabulary learning and retention than teacher-directed reading. It was also revealed that neither the students’ performance of L1 summary writing was related to the performance of their L2 vocabulary size nor did it influence L2 vocabulary learning and retention. Based on the results, teaching implications and limitations were drawn. (Pukyong National University)

A sentence like Some of Prof. Smith’s students got an A sounds odd when it is uttered in the context that he assigns the same grade to all of his students. Magri(2009, 2011) argues that this sentence is odd because it triggers the scalar implicature that not all of Prof. Smith’s students got an A, which contradicts the contextual information. The aims of this paper are twofold. I first show that two crucial components of Magri’s theory, the Blindness Hypothesis and the Noncancelable Implcature Hypothesis, are facing considerable problems, and then I put forward an alternative analysis. In a nutshell, the above-mentioned sentence sounds odd because it violates the Informativity Principle, which is an elaboration of Grice’s first submaxim of Quantity: for any scalar alternatives S and S’ such that S’ is more informative than S, S’ should be chosen over S unless there are conceivable reasons that S’ cannot be used. (Inje University)

The purpose of this paper is to examine two restrictions on ellipsis in English: semantic recoverability and licensing. For the necessity of the former, I show that the ellipsis is not possible if the elided part does not include the identical elements with its antecedent. I point out that the copying theory has one problem in dealing with ambiguities within the elided material, and that semantic recoverability of the elided site is not a sufficient condition to get ellipsis constructions. In addition to the conditions for the ellipsis constructions which are necessary to derive them legitimately, I examine that the licensing ellipsis constructions by the functional categories do not give us full accounts for the ellipsis in general. Finally, I will show that Case-markers like Japanese -mo as well as English adverb too or negation marker not can license the ellipsis under the feature agreement framework. (Daejeon University)