Earticle

This study aims to identify which variables influence pre-service English teachers’ perceptions on online class teaching and implementation during the COVID-19 pandemic. One hundred and ten (110) student teachers at two different universities were asked to complete the questionnaire with 26 closed questions and 8 open-ended questions. Factor analysis, correlational study, and one-way ANOVA were conducted. The results indicated that four variables emerged from the analysis, which included learner, instructor, system environment, and learning effect variables. Statistically significant correlations were found among these variables. The variables such as active participation, autonomous learning(learner variable), prompt feedback(instructor variables), accessibility/convenience/stability(system environment) were strongly influencing students’ perceptions on successful online class implementation. Suggestions for improving the quality of the online class included synchronous online class management, various applications and platforms to enhance interactions and feedback between instructors and students, adequate amount of course assignments, systematic evaluation criteria for the course, as well as diverse visual aids and resources.

This study is to apply a process-oriented speaking performance assessment into high school English classes and to verify the impact of the performance assessment on students’ affective domain of English learning and English language proficiency. Based on the 2015-revised national curriculum, process-oriented speaking performance assessments are conducted for six periods of English classes for one hundred second year students in J high school in Chungbuk province. Findings are: process-oriented speaking performance tests cause students to improve their language proficiency and accuracy on segmental and suprasegmental, semantic group clustering via constant feedbacks from teacher and peers, and in turn the feedbacks contributes to students’ enhancement of their speaking performance. They also help improve students’ affective attitudes toward English learning by being more aware of the self-learning processes, more involved and in charge of their own learning and alleviates the psychological burden of work by working together in small groups.

This study is to compare the English verb ‘catch’ and its Korean counterpart ‘capta’ in the framework of Lexical Typology (François 2008). It presents the semantic network of the two verbs based on functional properties of each sense and empirical observations, showing their semantic maps: i) ‘catch’ colexifies all the senses belonging to {chase and capture}, {reach in time}, and {capture rapidly}; ii) ‘capta’ colexifies all the senses belonging to {seize with hands}, {make easy use of}, {fix}, and {control}; and iii) {chase and capture} and {seize with hands} share the senses such as <stop> and <arrest>, which make the two verbs look similar in their colexifications. This study also argues that {chase and capture} and {seize with hands} are the prototypical meanings of ‘catch’ and ‘capta’ respectively, suggesting that the prototypical meanings play a key role in answering questions such as the following: i) Why we cannot catch the plane in Korean; and ii) why ‘to catch the virus’ has two distinct interpretations depending on the languages involved.

The purpose of this study was to examine the effect of syllable and morpheme on Korean visual word recognition. Previous studies proposed that the frequency of the first syllable of a word is negatively related with word recognition while the size of the morpheme family is positively related. In this study, we examined this idea by comparing Korean compound words containing a separate morpheme in the first syllable with simple words, the first syllable of which does not correspond to a single morpheme. The participants were asked to perform lexical decision tasks for two syllable stimuli or two sequentially presented syllables. As a result, the syllable frequency effect was significant for simple words. However, the effect was absent for compound words when they were presented as two syllables while the effect was significant when they were presented sequentially one syllable by one syllable. The results suggested that the characteristics of the morpheme and syllable have strong influence on visual word recognition.

This study analyzes and compares the English adjective ‘hard’ and its Korean corresponding expression ‘Dandanhada’ based on the Lexical Typology (François, 2008) which presents the idea of colexification. The term colexification can be used when two functionally distinct senses in a given language associate themselves with the same lexical form. This research focuses on the senses of HARD and compares each language with how it colexifies with the other and also includes semantic maps of the adjectives sorted by the senses of HARD. The outcomes are as follows; HARD has three senses, {not weak}, {not easy} and {not soft}, and each sense is divided into smaller semantic areas according to the types of noun collocations. For instance, {not weak} has four areas; <human>, <substance>, <degree> and <foundation>, {not easy} has two; <”to handle”> and <”to endure”>, {not soft} has two; <surface> and <attitude>. The results from the comparison are as follows; English has all three senses while Korean has only one sense, {not weak}. Also, there are some senses which do not colexify in English and Korean within the sense of {not weak}; English doesn’t include <human> and <foundation> in the sense of {not weak}.

The purpose of this study is to examine the effects and causes of adjacent preceding consonants on the realization of back vowels by analyzing the acoustic phonetic characteristics of the back vowels, /ㅡ,ㅜ,ㅓ,ㅗ/, pronounced by Korean native speakers. This paper is focused on the preceding adjacent consonants as a factor influencing the pronunciation of the back vowels, and conducted an experiment by classifying the phonological environment around the back vowels. Acoustic phonetic analysis was performed considering the position of the syllables composed of preceding consonants and back vowels in words, and the articulation method and articulation position features of the preceding consonants. The results show that distinctive features such as strident, resonant, and grave of preceding consonants affect the formant of the back vowel, which works effectively in the back vowel rather than the front vowel and in the high vowel rather than the low vowel.

The purpose of this study is to investigate distinctive lexical bundles utilized in Business Email Corpus(BEC) by Korean(BEC_K) and American business people(BEC_A), and to compare them with Enron corporate emails. Although Enron Email Corpus(EEC) has been a well-known dataset regarding business emails around the world, there is a lack of empirical research on the data in Korea. This paper examines what types of lexical bundles are used in BEC and EEC. This study shows similarities and differences of the multi-word units and their structural classifications used in business emails. The dataset of BEC and EEC presents formulaic lexical bundles and structural classifications that are used by Korean and American business people. The findings from this study can provide deeper linguistic insights of the lexical bundles used in business email. This corpus-based study on authentic corporate emails can bridge the gap between both native speakers and non-native speakers in workplace written communication.

Sri Lanka has been emphasizing the important role of English in its efforts to end interethnic conflicts. This language policy was actualized when the Sri Lankan government revised the national curriculum for English in 2015 and suggested the promotion of interethnic communicative competence as a key goal. This study examines how effectively the curricular goal has been implemented in 10 Sri Lankan English textbooks for 3rd to 12th graders. For the evaluation, the study selected a number of cultural factors, divided them into four types, and created a checklist with the four types. The evaluation results show that, although considerable efforts have been made to represent diverse ethnic cultural elements, the English textbooks still have room for improvement. More ethnic cultural contents, particularly those dealing with interethnic respect and harmony, are needed to be included in the textbooks.

The purpose of this paper is to examine the effects of age and gender on VOT, F0, and H1-H2 in Korean voiceless stops produced by Daegu speakers. The results revealed that VOT, F0, and H1-H2 are primary acoustic cues for the distinction between male and female speakers. For the effect of age, F0 plays a role in differentiating three age groups while VOT distinguishes between the child and the two adult groups. However, the H1-H2 is not affected by age. With regard to phonation type, Daegu speakers use VOT for a three-way laryngeal contrast, but both F0 and H1-H2 make a two-way distinction, which indicates that VOT is a primary cue for the phonation type. Furthermore, the young female speakers show a unique characteristic revealing that the VOT difference between the lenis and the aspirated stop categories was smaller than other groups, which implies that they are sensitive to a sound change and prefer to use standard language. Regarding the place of articulation, only VOT distinguishes the place of articulation on the stops.

The purpose of this qualitative case study is to investigate how critical affective literacy pedagogy can facilitate students’ affects to become pedagogical resources for critical analysis of target social issues and lead them to be holistic critical readers of English texts. Two researchers recruited six fifth grade elementary school students, designed and taught them sixteen hours of American history English lessons. Data has been collected from videotaped class discussion and student artifacts. Data analysis focused on students’ affective responses about the topics. Data analysis revealed that teaching pedagogy that had students imagine the affects of Native Americans and the slaves in American history activated students’ critical affective literacy skills as they affectively connected to them and critically questioned the target social issues. This research suggests pedagogical implications for integrating critical literacy with affectivity and methods to make use of critical affective pedagogy for holistic development of criticality.

This study proposes an experimental approach to build a domain-dependent sentiment lexicon that is crucial for sentiment analysis of Chinese texts in the Deco Sentiment Analysis platform developed in Digital Language and Knowledge Contents Research Association (DICORA research center). More than 150,000 hotel review data were trained with word2vec models, and 80 emotional words were first selected as seed words. TF-IDF notion was used to measure the importance of the sentiment vocabulary in hotel reviews. In order to build the feature vector representation of each candidate word, the similarities between a term and the other 80 seed words were calculated and the upcoming step was expanding the lexicon with a double propagation method that requires recognizing feature words related to the sentiment expressions. Through the bootstrap of sentiment terms and features, the expansion of the sentiment lexicon could be performed. The evaluation of the expanded result is confirmed with rates set at 77.4% of precision and 92.6% of recall performance.

This study aims to investigate how reading texts and activities are presented in the 6th grade English textbooks of the 2015 revised national curriculum, concerning students’ cognitive process and knowledge dimension based on Bloom’s revised taxonomy. One hundred and forty-one (141) reading text types and 291 reading activities are examined from 5 English textbooks. The result of this study can be summarized as follows: First, the overall distribution of cognitive process dimension is found in the ‘Remember section’ with 50.52% which indicate the primary students’ learning is focused on retrieving or identifying simple information of the written text or the patterned English expressions embedded in the text. Second, similarly, for knowledge dimension, factual knowledge is found to be the predominant category with 84.19%, which is relevant to lexical knowledge or knowledge of specific details. Third, according to these converged dimensions of knowledge and cognitive process in primary English reading activities and reading texts, the study suggests to provide diverse reading texts and activities which could facilitate other cognitive processes and knowledge in primary English textbooks.