Earticle

This paper aims to analyze the syntactic/semantic nature of communicative reception reporting, focusing on the predicate tut- ‘hear’ in Korean. Some literature remarks that when tut- selects a ko complement to represent an indirect speech act, the subject-orientation of long distance caki can be circumvented. However, little attention goes to the fact that when a kes complement is used instead, such obviation cannot occur. To explain this kind of tension, we propose that (i) in terms of logophority, it is an attitude holder that becomes a target of the subject-orientation, and (ii) unlike kes complements, ko complements should employ an additional hidden speaking component where an attitude holder is determined via an independently motivated pragmatic condition. Several related environments are compared to buttress these points; e.g., indexical shifts in Turkish, long distance ziji in Mandarin Chinese, and a hear-say reporting construction in Korean.

In this paper, we will suggest that the MERGE-based system in Chomsky (2019a,b,c) and Chomsky et al. (2019) can successfully account for Adjunct Condition and Anti-Adjunct Condition, assuming the following conditions. First, adjuncts can enter into Pair-MERGE relation with the matrix clause. Second, while wh-phrase in the adjunct with tense effect can be moved to the edge position of adjunct CP under the Phase Impenetrability Condition, wh-phrase in the adjunct without tense effect remains in situ. In this respect, we will consider that the adjunct with tense effect violates the Determinacy Principle, since its workspace involves two copies and thus causes the ambiguous rule application. However, the adjunct without tense effect does not violate the Determinacy Principle, since its workspace involves just one copy, which does not cause the ambiguous rule application. Therefore, we can argue that our analysis of Adjunct Condition and Anti-Adjunct Condition can give an explanatory power to the Minimalist Theory

This paper explores language use in English-Medium-Instruction (EMI) courses at a Korean university in the context of the internationalization of Korean higher education. Employing an ethnographic case study including observations of four EMI courses and interviews of 30 instructors and students over one year, the study discusses translanguaging practices in those EMI courses and diverse perspectives of instructors and students towards the language use in the classroom. The findings show that the instructors use a broad range of English and Korean languages in their classrooms, leading to divergent forms of translanguaging practices between English and Korean. The instructors point out that students’ low English proficiency is the main reason for their implementation of translanguaging practices, emphasizing the necessity of Korean language use for students’ content learning. Students exhibit mixed attitudes toward the practices, recognizing English proficiency as the most important factor for the success of EMI courses. The implications of the study’s findings are presented.

This study contends the issues that substantially hinder the comparative study for Korean genetic classification. To support the possibility of comparative study between Korean and Mongolian, this research provides plausible cognates and cognate morphemes of both languages. While recent comprehensive study of Altaic languages incorporates Korean and Mongolian, there has not been any meticulous study between the Korean and Mongolian wordstocks. Plausible cognates are introduced according to the criteria of the following six issues of questions about the Korean-Mongolian comparative study: (i) Do we have to apply the Indo-European historical linguistics methodology to Korean and Mongolian? (ii) Are the cognates found in every class of words? (iii) Are numerals necessarily basic words? (iv) Are case markers, endings, and conjunctions important parts of the morphemes in agglutinative languages? (v) Are some Chinese characters natively Korean?, and (vi) Can typological similarities be counted in?

Two remnants of why-stripping in Korean belong to the same clausal domain because reanalysis takes place in non-elliptical contexts. This restriction arises because of interplay of syntax and processing. For the stripping out of the embedded clause dominated by the complex NP, the two remnants undergo movement to the layer above the matrix CP followed by ellipsis. However, there is no split layer between the complex NP and the embedded CP for way to be placed, which induces way-stripping to be unacceptable, showing no island repair by ellipsis at PF. For the matrix stripping, the interrogative adverb such as way occupies the matrix Spec-IntP and the focused remnant undergoes focus movement to Spec-FP followed by the ellipsis of the matrix TP containing the NP dominating the embedded clause. For the stripping out of the embedded clause, there is no island repair by ellipsis at PF. This is what English reflexive fragments undergoing one-fell-swoop at PF show.

The present study aims to explore the overall effects of utilizing storytelling techniques on Korean EFL students’ English competence. For this purpose, a meta-analysis of 40 findings in 28 research articles, which are collected from RISS (www.riss.kr), was implemented to integrate the results of individual studies by computing the mean effect sizes. The results were reviewed and analyzed in terms of school types, research design, treatment period, dependent variables, and so on. The results showed that using storytelling in English classes had the positive effects on learners’ English competence in general (d=.820). Moreover, the higher effect size was calculated in the regular class than the non-regular one. However, there were no statistically significant differences in school types, treatment period, and four language skills (listening, speaking, reading, and writing). Lastly, pedagogical implications and suggestions for further studies are discussed.

This paper aims to consider the shallow structure hypothesis through empirical findings. Based on their work on some syntactic domains(syntactic ambiguity and syntactic dependency), Clahsen and Felser propose the shallow structure hypothesis that the real-time sentence processing of non-native learners is qualitatively different from that of native speakers. It means that non-native learners compute shallower and less detailed syntactic representations than native speakers do during sentence comprehension. To investigate the validity of hypothesis the results of their long distance wh-dependency study, which is most closely associated with the hypothesis, are discussed in the paper. Even though the hypothesis has much effect on the field of second language acquisition, there exists a disparity between the hypothesis and empirical evidence.

There has been growing interest in defamation and insult laws in South Korea because many people can easily post malicious comments with the increasing use of the Internet. However, there is a lack of linguistic evidence to determine whether statements are defamatory. For this reason, there are instances where two similar expressions lead to different results in defamation and insult cases. The purpose of this study is to examine several contextual factors including participants, speech acts, medium, conveyed meaning, style, setting, grammatical referencing, malicious language, co-text, and discourse structure, applying Harkess (1996) and Shuy (2010). To determine defamatory meaning, it is important to consider the illocutionary force of speakers’ speech act, the perlocutionary effect on hearers, the use of defamatory words, implied meaning, and framing. It also analyzes defamation and insult precedents in South Korea using linguistic tools, which show that language evidence may help resolve legal disputes.

The purpose of this study is to compare the maritime novel ‘Moby Dick‘ with the novel based-film through the visualization of sentiment analysis using the VADER sentiment word-list. We use line charts as time visualization in the normalized positive and negative sentiment valence sum. The line charts show how the novel or its film has emotional ups and downs within each Act and across Acts in the accumulated sentiment valence. This study also re-examines the influence on Moby Dick that the Four Great Tragedies of Shakespeare such as Hamlet, Othello, King Lear, and Macbeth have had, which has long been discussed in the previous research, focusing on the comparison of the novel and its film to these tragedies. The results of this paper illustrate that the film can be distinctively compared with its original novel through time visualization of sentiment analysis within Acts and between Acts. It is also illustrated that the line chart of the novel ‘Moby Dick’ is similar to those of Othello and Hamlet, whereas the line chart of the film ‘Moby Dick’ released in 1998 is similar to those of King Lear and Macbeth. These results are expected to contribute to research and education of digital humanities and artificial intelligence for English literature as a solid case study, in the era of the 4th industrial revolution.

The purpose of this study is to investigate whether the Dunning-Kruger effect is shown in Korean language education. Twenty advanced Korean language learners delivered three oral presentations and self-assessed their speaking ability in content, organization, vocabulary, grammar, and pronunciation. These assessments were compared to an evaluation by two Korean teachers. The results are as follows: There were significant differences between the learner’s self-assessment and the teacher’s evaluation in each assessment criterion. Learners in the top quartile underestimated their ability in content, organization, vocabulary, grammar, and pronunciation. Learners in the bottom quartile generally had lower self-assessment scores than the teachers’ evaluations, while some of them overestimated their ability in organization and pronunciation. These results suggest that the Dunning-Kruger effect is valid in Korean language education. Therefore, it is necessary to identify the perceptual mismatch between Korean language learners and teachers, and teach learners to accurately self-assess their ability.

This study investigates teachers’ and students’ perceptions of the role of hedges. By comparing teaching and learning perspectives, the study analyzed their awareness of the functions and teachability of hedges in EFL contexts. To provide rudimentary knowledge of the interpersonal meaning(Halliday, 2014) conveyed by hedges, four to five week series of lectures were provided as part of the courses, and at the end of the semester, surveys were conducted. The questionnaire used for the study was modified from Kot’s(2013,2015) studies on hedges. The results indicated that teachers and students agreed with the functions of hedges, while they differed in their perceptions of EFL contexts. For the function of hedges, the students were more sensitive to hedges associated with fluency, while the teachers were more aware of hedges as a tool for communication. The participants also differed in recognizing the hedges available in teaching materials. These findings have implications for language education calling for explicit instruction.

This paper attempts to introduce the referential density of Old English (OE), Middle English and Present-Day English (PDE), to see whether the RD values of different versions of English can tell the diachronic changes in English. RD is to display the correlations between the arguments and the predicate in a clause, RD1 (overt arguments over possible arguments) has been high from OE to PDE despite their up and down ratios. In contrast to the vagueness of RD1, RD2 (overt arguments over the predicate) shows a steady increase in their values from OE to PDE. This increasing pattern in overt arguments(RD2) shows similarity in the English valency study of the increase of transitive verbs from OE to ME. This paper argues that these RD value results can be an explanatory tool to prove the change of English valency as well as the relationship between the loss of the case-marking system and the more frequent occurrence of arguments from OE to PDE.