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In this paper, we will suggest that the MERGE-based system in Chomsky(2019 a, b, c) and Chomsky et al.(2019) can account for that-trace phenomena in English. To capture this suggestion, we will examine the syntactic and phonological aspects of that-trace phenomena and consider the previous analyses of that-trace phenomena under the framework of Labeling Algorithm in Chomsky(2013, 2015), the upward inheritance of phasehood in Fukuda(2017), and the MERGE-based system in Chomsky(2019 a, b, c) and Chomsky et al.(2019). In particular, we will point out that Goto and Ishii’s(2020) analysis of that-trace phenomena under the determinacy principle in Chomsky et al.(2019) involves some problems and we will suggest that the phonological phenomena in that-trace phenomena can successfully be explained by the MERGE-based system and the principle of determinacy.

This study explores the process of using mobile discussion as an interactive channel in the context of English education to overcome teaching and learning difficulties and to adapt to a new learning community. This study was conducted as a classroom study, and data was collected through various methods such as open survey, personal interview, and mobile discussion. Data analysis was conducted using a continuous comparison method that combined qualitative and quantitative analysis. The results of the study are as follows. First, pursuing double majors in the department of English education was found to increase the inability to adapt to the new educational environment in areas such as learning activities, cultural shock and social activities. Second, SNS-based community discussion (Kakao Talk) provided opportunities for interaction among members to facilitate the learning socialization process for dual majors. Specifically, the "complete sequence of interaction" led to meaning negotiations nearly tripling over the course of a semester for group members. Third, dual majors actively induced support behaviors in existing members from a beginner's point of view, and under the most common discussion pattern, 'novice Question-Proficient Response', assistance activities were actively carried out for multidisciplinary majors. This study suggests that in order for dual majors to successfully settle in a new learning community, further research is needed in instructional models that incorporate mobile channels into classroom teaching in various ways.

This study investigated the generation process and fusion on the ‘-X myeon’ forms among 1763 bundles of endings extracted through a corpus analysis. A bundle of endings, ‘-ㄴdamyeon, -neunyamyeon, -eulamyeon –jamyeon’, corresponding to the type of ‘final ending + -myeon’ and their allomorphs were formed from the deletion of ‘-go ha-’. These are used as fused endings with change, and still as a bundle of endings without any change. This study explored that ‘-nolamyeon, -deolamyeon’, corresponding to the type of ‘pre-final ending + final ending + -myeon’ were conflated by a bundle of endings forming both pre-final ending, ‘-no-, -deo-’, and fused endings, ‘-damyeon’. ‘-(eu)landamyeon’ corresponds to the type of ‘final ending + final ending + -myeon’. This was formed from the deletion of ‘-go ha-’ in the structure of ‘-lago handago hamyeon’ two times. ‘-(eu)lyeomyeon’ corresponding to the type of ‘conjunctive ending + -myeon’ is used as conjunctive ending fused following the deletion of ‘-go ha-’ in the form of ‘-(eu)lyego hamyeon’, and there are still some cases without any change of sentence meaning even though restoring ‘-go ha-’.

The purpose of this study was to analyze the use of connectors in English writing between Korean college students’ corpus and LOCNESS. Specifically, the study examined the students’ use of connectors in terms of the three categories of connectors such as coordinators, subordinators, and conjunctive adverbials by Yoon and Yoo(2007) and four categories of the conjunctive adverbials by Celce-Murcia and Larsen-Freeman(1999). The participants were 24 students who took the Intermediate English Composition in a local university in Busan. The findings have shown that the Korean university students overused ‘but, when, so, first’ and underused ‘and’ than LOCNESS. In addition, the findings showed that their use of connectors have increased gradually over the course of the semester. The findings will shed light on how better college instructors may be able to help teach the use of connectors in Korean students’ English writing.

This study aims to explore how MICT convergent engineering students perceive TOEIC and to investigate the students' satisfaction of TOEIC class. For the purposes of this study, 180 college students who were taking the MICT TOEIC course participated in the research. The data were collected through survey questionnaires. Statistical analysis including factor analysis was utilized for data analysis. In terms of the students’ perceptions of TOEIC, seven factors were identified: (1) improvement of English ability, (2) as a social need and future careers, (3) necessity of TOEIC scores, (4) need for studying English besides TOEIC, (5) instruments for measuring effort and English ability, (6) other related considerations for TOEIC scores, (7) studying methods. Regarding the MICT TOEIC class, the students’ satisfaction and their perceived effectiveness were positive. Strengths, weaknesses, and suggestions for the TOEIC course were also discussed.

This paper explores the aspects of the underspecification of inherent and grammatical aspects in Korean predicates with special reference to Vendler’s(1967) Aktionsart distinctions and grammatical aspect markers ‘-ess’ and ‘-ko iss’ in Korean. It is claimed in this paper that the western concepts of the terminologies such as inherent and grammatical aspects should be newly defined in Korean with the concept of underspecification. The followings are discussed in this paper. First, the four kinds of Aktionsart proposed by Vendler are not clearly defined in terms of features and hence underspecified in Korean for ‘telic’ and ‘durative’ features in Korean predicates, while the feature ‘dynamic’ has the significant effects on the distinctions for verbal classes in Korean. Second, the periphrastic markers ‘-ess’ and ‘-ko iss’ which are frequently considered as the grammatical perfective and imperfective aspect markers respectively do not specify the specific domains of function or meaning for the grammatical aspect markers, and hence are underspecified for the specific functions of grammatical aspect markers.

The purpose of this paper is to develop a list of English words that are frequently used in film subtitles and film dialogue. For this purpose, two corpora from each register were compiled: English Subtitles for Korean Film Corpus and English Dialogue for American Film Corpus, each of which has about a total of 1.2 million running words from three different genres. Similarities and differences of the two word lists were compared. Because of their similarities, the two corpora were combined and compiled to an integrated corpus: Film English Corpus (FEC) of 2.4 million tokens. The words for the Film English Word List (FEWL) were chosen based off of three criteria: 1) in terms of the cut-off frequency, words must occur more than 100 times, 2) as for the range, words should occur in all of six genres, 3) only content words should be included. A total of 1,292 word families were identified as the FEWL. Word families in the FEWL were compared with those in the General Service List (GSL) of West (1954) and the Academic Word List (AWL) of Coxhead (2000) in terms of frequency. It was found that frequently occurring words in the FEWL did not necessarily frequently occur in the GSL and/or the AWL. Thus, the FEWL comprises words according to the frequency of the FEC, rather than separating the GSL and the AWL.

The purpose of this study is to analyze the patterns of subtitle translation of bad English language according to the movie rating of English-American film DVD and to establish the relationship between bad English language and movie ratings through translation pattern, frequency of bad language use and intensity of bad language use. The use of bad language and translation patterns in 27 DVD movies were analyzed by dividing them into ratings of ‘Film intended for audiences 12 and over,’ ‘Film intended for audiences 15 and over’ and ‘No one under 18 is allowed to watch this Film.’ Results showed that the higher the movie rating, the higher the overall frequency of bad language use and the higher the frequency of coarse language use, but there are also exceptional films. In addition, in terms of bad language translation patterns, 'substitution' occurs more than twice as much in translation as 'omission' in the movie ‘Film intended for audiences 12 and over’, but ‘Film intended for audiences 15 and over’ and ‘No one under 18 is allowed to watch this Film’ ratings show that ‘substitution’ and ‘omission’ are used at almost the same rate, and the higher the rating level, the greater the ‘direct translation’ and ‘generalization’ translations. Further research is needed to establish the concrete relationship between the translation of bad language and movie ratings.

The aim of this study is to examine the usage patterns of the non-finite complement clauses of four aspectualizers(or aspectualizing verbs), such as begin, start, continue, and cease. The data is from the British National Corpus Web(BNCweb). The study is concerned with the verbs of the pairs of the non-finite complement clauses and investigates the semantic properties of the verbs. The results are follows; firstly, the aspectualizers, begin, continue, and cease co-occur absolutely with to-infinitive, whereas the aspectualize start co-occur a little more with gerund as their complements than with to-infinitive. Secondly, the verbs taking the infinitival complements mostly tend to represent stativity shown in verbs such as change of state, cognitive and emotion verbs. As well, they are cognitive verbs and emotion verbs. On the contrary, the verbs taking the gerundive complements are action verbs, especially representing the movement of entity and creating new entities. This study is hoping to shed new light on the semantics of the infinitival and gerundive complements and thereby contributes to the semantically motivated nature of the distribution of the complements.

In Modern Mongolian, simple vowels /a, e, ͻ, o, ʊ, u, i/ are defined as short vowels (Sandigkhorloo, 2015; Tsoloo, 1976; Muumuu, 1978; among others) and these vowels appear in the first stressed syllable in Mongolian words. Interestingly, unlike Korean simple vowels, Mongolian simple vowels have two tense and lax vowel pairs, /ͻ, o/ and /ʊ, u/ as seen in English monophthongs (Ladefoged, 2006; Bergmann, Hall and Ross, 2007). The purpose of the current paper is to conduct an acoustic phonetics study on Mongolian simple vowels. The current paper mainly focuses on the F1 and F2 formant frequencies and the vowel duration of 7 isolated Mongolian simple vowels as well as the vowels in 7 Mongolian monosyllabic minimal pairs. The investigated Mongolian vowels in the current study will be discussed mainly to see whether there are any significant differences between the Mongolian tense vowel /o/ and lax vowel /ɔ/ in terms of their acoustic characteristics.

This paper presents a series of arguments in support of a disjunctive analysis of Korean verbal suffix -cwu. The suffix -cwu can be classified into two subtypes depending on whether it has the ability to introduce a non-core dative argument or not. This paper reviews two representative analyses of these two types of Korean -cwu, Jung(2014) and Tomioka and Kim(2017). Jung(2014) proposes a disjunctive treatment of argument-introducing -cwu and -cwu that fails to license a syntactic argument. In contrast, Tomioka and Kim(2017) attempt at a unified account where both instances of -cwu are linked to a benefactive head. In this paper, I bring to light novel evidence from idioms containing -cwu as well as a malefactive semantic contribution of -cwu. I show that these two sets of data are only compatible with Jung(2014) and not with Tomioka and Kim(2017). Finally, I update Jung(2014) and discuss an additional welcome consequence with regard to the interaction between -cwu and inchoatives with a Theme subject.

The ultimate goal of this article is to show that the Korean communication verb malhata ‘say’ allows obligatory control (OC) and nonobligatory control (NOC). This article supports the OC hypothesis that communication verbs permit obligatory control (Manzini, 1983; Koster, 1984; Vanden Wyngaerd, 1994; Jakendoff and Culicover, 2003; Landau, 2000, 2013, 2020) and the NOC hypothesis that they induce nonobligatory control (Bresnan, 1982; Bouchard, 1984; Huang, 1989; Sag and Pollard, 1991; Dalrymple, 2001; Landau, 2020). A major point to note is that the communication verb malhata ‘say’ along with predicates in the untensed clause permits speech act control. That is, PRO in Korean can be controlled by the speaker or listener. A further point to note is that obligatory control, nonobligatory control, and speech act control are captured by the recovery system of PRO (Kang, 2018). This article demonstrates that the semantics of the relevant predicates recovers PRO.

The purpose of this paper is to examine the use of mobile devices to prepare college freshmen for TOEIC vocabulary and their attitude toward the use of mobile devices for learning. To this end, 32 students enrolled in freshmen English elective courses were selected to experience M-learning of vocabulary. To measure their vocabulary increase and attitude towards M-learning, a pre-post vocabulary test was given and a pre-post attitude survey was conducted on the 32 participants. The findings are: A significant improvement was found in students’ vocabulary increase, and positive changes of the attitude was also noted in their pre-post survey comparison. The current study supports these positive effects are determined by the ubiquity and mobility as prime factors in using M-learning as found in Jung(2009). It also concurs with O(2014), in that after a semester of M-learning experience, students liked the current approach in accessibility to the learning contents anywhere anytime. However, to draw a definite conclusion for the causation of M-learning for these positive changes, a further study is suggested in a more controlled and independently paired inter-group comparison unlike the current single group pre-post comparison.

With the awareness of globalization, multilingual abilities have been encouraged, and parents seek bilingual education to provide their children with social prestige and economic advancement. However, in Korea, bilingual education reproduces and reinforces the privilege of social status, prestige, and power. This research explores the ideologies of upper-and middle-class parents through the motivations of those who choose to send their child to international schools, which are regarded as elite bilingual programs, in South Korea. This study draws on Bourdieu’s notions to examine how social class interconnects with language ideologies. This study uses narrative interviewing, a qualitative data collection method. Through a critical discourse analysis of the data, the study reveals three themes of language ideologies: English as the power of a powerful country, English as a qualification requirement for the middle class, and English as a medium to establish social boundaries.

The purpose of this paper is to investigate English Get+V-en construction on the basis of the schema category theory proposed by Langacker(1987, 2000, 2009). Contrary to the passive or non-passive attribution of the Get+V-en construction, this study proposes that the Get+V-en construction is a fuzzy set that designates the gradient feature and its schema instantiates itself by abstracting the general features of the prototype and its extension. The passivization of the Get+V-en construction ranks in three layers, where the central Get-passive (agentful or agentless) serves as the prototype at the first layer. The psychological, reflexive, and reciprocal Get-passives are regarded as semi-Get-passives, functioning as instantiation one at the second layer. Both the adjectival and the formulaic Get-passives can be construed as pseudo Get-passives, representing instantiation two at the third level. The component get shows gradient features from lexical to copular, and V-en demonstrates a dynamic change being either verbal or adjectival in different variants of the Get+V-en construction. The schematic characterization of the central Get-passive can be summarized as follows: Get is a ‘semi-grammaticalized’ word that lies in between lexical verbs and genuine auxiliaries; The Get-passive is generally compatible with dynamic verbs with a causative meaning denoting a resultative state; It is subject-oriented and characteristically used in clauses involving adversity or benefit.

Taking an intercultural approach, this study investigates the L2 speech act of complaint produced by Korean L2 learners and the effect of L2 proficiency by comparing complaint speech act produced by Korean L2 learners of English with native speakers’ act. Thirty-two subjects participated in the study and were divided into three groups: one consisting of native English speakers and two groups of Korean L2 learners of different English proficiency levels. The effect of L2 proficiency on the complaint speech act was examined accordingly. The data were collected using a discourse completion task. A questionnaire containing six complaint situations were given to the subjects. Their responses were coded using the taxonomy of complaint proposed by Oshtain and Weinbach(1987). The results show that there are some discrepancies between native speakers and Korean L2 learners in making complaints and L2 proficiency influenced the overall production of complaints. The findings suggest the cultural background and L1 effects on the production of complaints by Korean L2 learners of English.