Earticle

This study aims to analyze the inversion constructions in Medieval French, and compare their parametric variations from a syntactic perspective. We will verify their various syntactic properties after observing the V2 phenomena in Modern French inversion constructions, which will be based on the analysis of Medieval French counterparts. In particular, we will adopt a generalized speculation that the Modern French inversion structure complies with the v-T-C rising system, differently from the Modern English structure. After analyzing the inversion constructions in the two Medieval French texts; Histoire de Saint Louis(14c) and Quinze Joies du Mariage(15c), we will shed light on the following parametric variations: First, which syntactic characteristics are shared or maintained in their inversion constructions despite a long gap of one century? Second, which syntactic properties are evolved or inherited to the Modern French counterparts? Finally, from which syntactic rules or principles are the Medieval French inversion constructions generated? The other materials adopted in this study are the following Old French texts: La Chanson de Roland(12c), La Quest del Saint Graal(13c).

The purpose of this study is to investigate emotional changes in an Act and across Acts and the emotion relationship between major characters in Shakespeare's four great tragedies through visualization of sentiment analysis using dialogue corpora, a VADER sentiment word-list, Python 3.5, and Netminer 4.4. We use both bar graphs and line charts as time visualization. The bar charts show how emotional changes between major characters are compared within an Act and across Acts in the normalized positive and negative sentiment valence sum. The line charts show who has emotional ups and downs throughout the whole play in the average sentiment valence. This study also attempts to visualize network structures connecting major characters and discuss sentiment intensity to tell us how much positive or negative sentiment there is in their detailed emotion relationship, representing relation visualization.

The purpose of this paper is to investigate and compare the use of three time adjectives new/old/young in high school textbooks of Korea and Japan. The main findings of the study are as follows. First, while the order(high to low) of frequency in the use of time adjectives such as new:135/231: old: 125/188 and young 73/100 is consistent between Korean and Japanese textbooks, the frequency of the three adjectives used is higher in Japanese textbooks than in Korean textbooks. Second, the proportion of time adjective+noun expressions out of all common combined nouns in both textbooks is as low as 30%, hence it is reasonable to state that there is more commonality than difference in combined nouns of adjective+noun expressions of Korean and Japanese textbooks. Third, the proportion of common time adjective+noun expressions between COCA(top 20) and Korean/Japanese textbooks is just approximately 55% and 52%, respectively. These results strongly suggest that we should consult native English speakers’ corpus when we write and publish English textbooks.

On the assumption that the type and distribution of co-occurrent at a high frequency will differ, as distribution of vocabulary differ by characteristics of each genre, this study sought to examine what the different verb keywords used in a particular genre show for genre-specific co-occurrence. For this purpose, keywords by genre were analyzed through a corpus of five genres, and eight keywords were selected for academic articles. Analysis results showed different types of final ending and particle collocated, such as ‘appear, represent, examine’ among others, resulting in the extraction of collocations in a configuration different from other genres. Even if there were no differences in a form, the elements of collocation differed by genre. These results showed that education content should be prepared taking into account the genre of vocabulary in language education, which ultimately takes into account the learning purpose of learners.

It has been argued that the availability or unavailability of metonymy affects grammar and vice versa. Panther and Thornburg(2000), for example, argue that the metonymy EFFECT FOR CAUSE is available in English, allowing the stative predicates in imperative constructions, as in Stand in line and Have your documents ready, while the corresponding predicates in German are not allowed in imperatives. The contrast in the two languages can be explained by the (un)availability of the metonymy EFFECT FOR CAUSE. Following Panther and Thornburg’s lead, this paper will explain some peculiar properties of Korean ditransitive constructions with the availability of ACTION FOR ITS IMPLICATION metonymy. Whenever the sequence of a direct object plus a predicate implicates its result or its purpose which is conceptually ditransitive, the sequence is compatible with a ditransitive construction. The findings provides cross-linguistic evidence toward the claim that metonymy affects grammar and vice versa.

The aim of this study is (1) to examine the underlying constructs of grammar learning strategies identified by Korean EFL learners and (2) to investigate the relationship between grammar strategy and grammar/vocabulary attainment of Korean English learners divided by English proficiency levels. The quantitative method was employed, using factor analysis and a series of ANOVA analysis based on the data collected through a strategy use survey, a grammaticality judgement test and a vocabulary levels test. It involved 65 participants that took a TOEIC class at a university as part of regular course requirements for a semester. The research finding showed that the underlying three factors of the instrument were not identical with the factors produced by Korean EFL learners. Instead, the five factors were emerged from the current study. The results of a series of ANOVA exhibited that there partially existed statistical differences among the proficiency levels in terms of Factor 3 (Noticing & awareness raising) for the grammaticality judgement test with Factor 4 (self-directed grammar learning) showing significance for the vocabulary levels test. The high proficiency level learners more often utilized various types of GLS while low level learners were shown to use less GLS. Some considerations and directions for further research are suggested.

This paper examines egressive aspectualizers, verbs of ‘ending’, in terms of aspectual meaning and situation types by comparatively analyzing the corresponding examples in English and Korean. First, egressive aspectualizers, particularly the cessation verb stop and the termination verb finish, are reviewed and analyzed by aspectual meaning of verb complement, telicity, and aktionsart. It is found that the corresponding examples of cessation and termination in two languages show almost the same semantic properties and the similar patterns of distribution although they show a subtle difference in subcategories. Second, they are analyzed by situation types, such as achievement vs. accomplishment and co-occurrences with other verb types: telicity, catenative with -ing form, and verb constellation. It is noteworthy that in the verb constellation, there is a distinguished property of compatibility between the termination verb and the activity type in Korean. For all that, it is implied that the semantic properties rather than syntactic constructions are generally shared in aspectual meaning and situation types of egressive aspectualizers in both languages.

Critical thinking is regarded as one of the essential skills for the advanced level of education. Compared to the ‘English change’ agenda in the globe, teacher education for critical literacy(CT) is rarely covered. The purpose of the present study is to look into Korean pre-service English teachers' awareness and perspective toward critical literacy. Four graduate students from the school of education responded with their thoughts and opinions about conducting CT in Korean English classrooms. Semi-structured interview analyses showed participants rarely had knowledge about critical literacy. Despite their hesitation to use CT in class, they know English is a powerful tool to live in Korean society and the CT approach is expected to enable students to express and share their own opinions and have multiple perspectives. However, rigid curriculums, scoring systems, and learners' lower proficiency would be obstacles for teachers when using CT in the classroom. The study concludes that CT starts from raising awareness of various social issues and can empower students to be competent global citizens. The study also emphasizes teacher education for preparing the English change around the globe.

The goal of this study is twofold. First, we explore how the in-class L2 English discussion of students from expanding circle countries (mixed group of Japanese, Chinese and Vietnamese) promotes L2 speaking confidence. Second, we introduce the idea of “English as an International Language (EIL)” to EFL students (Japanese learners of English) and examine how it affects their performance and L2 speaking confidence. Students’ L2 speaking confidence was quantitatively measured before and after the treatment, and reflective writings were collected for a qualitative analysis. The comparison of the pre- and post-survey shows that their overall L2 speaking confidence increased after the treatment. Yet, EIL did not show clear involvement in their confidence improvement. However, the analysis of their reflective writing shows the participants’ changed attitude toward English after learning about EIL, which potentially can lead to enhanced L2 speaking confidence in the long run.

It is well-documented that coronal stops in English are most likely to undergo lenition when appearing in a prosodically weak position. Based on the data in the two corpora, this paper analyzes the patterns of coronal stop realizations across words in American English (AE) and British English (or Received Pronunciation (RP)). Results showed that coronal stops over a word boundary were subject to flapping, glottaling, nasal plosion and deletion. Coronal stops in AE, specifically those in superlative and derivational suffixes, were commonly deleted. Most coronal stops in RP, however, stayed unchanged across words. In addition, coronal stops in AE tended heavily to undergo flapping between vowels, but those in RP did not. The underlying voicing contrast also played a significant role in the variation where voiceless coronal stops often underwent glottaling whereas voiced counterparts did not in both AE and RP. Also, word frequency had an influence on such alternations in the sense that low-frequency words resisted weakening in both dialects.