Earticle

This paper suggests the teaching methods of synonyms of native Korean and Sino-Korean vocabulary, while considering the situational contexts for Korean learners. The native Korean and Sino-Korean vocabulary have one-to-one corresponding relations and thus there are many synonyms that can be replaced. However, Sino-Korean vocabulary tends to be used in professional and formal situations while native Korean words are mainly used in daily and informal contexts. If the native Korean vocabulary is used in professional and official discourse, it is likely to produce awkward speech and vice versa. Despite the distinct differences of the two types of vocabulary, there has been no pedagogical concerns for teaching their situational contexts in Korean education. With the knowledge of the situational contexts of native Korean and Sino-Korean words, Korean learners will be able to achieve successful communication by increasing the appropriateness and fluency of utterance.

This study was to analyze qualities of communication activities in an English grammar class for secondary school students. To this end, a secondary school teacher’s English grammar lesson was selected from the best English teachers’ program on the EBS (English Broadcasting System) and was analyzed using COLT(Communicative Orientation of Language Teaching) observation scheme. The study found that interactions with teachers in a meaningful practical context or collaborative learning among students allowed the English language to be used authentically for students to collaborate. This class has not only provided a rich form of aural and oral English through active interaction between students and teachers, but also an opportunity to expand the use of English as a main classroom language. Since most of the activities were carried out in a form of collaborative learning, a high-participation of students were observed in classroom activities in a rather comfortable atmosphere by avoiding an excessive competition with each other.

In this study, metaphorical expressions for the COVID 19 pandemic in Korean newspaper editorials are examined to find out which aspects of the scientific facts about the coronavirus and of the social reality of the pandemic are highlighted or hidden by the conceptual metaphors and frames related to these expressions. The analysis shows that the metaphorical expressions seem to have been derived from several frames: ‘war’, ‘fire’, ‘natural disaster’, and ‘beast.’ Based on these results, this paper discusses in depth how such frames highlight or hide the scientific facts about and the social reality of the pandemic. In addition, from the viewpoint of the ‘war’ frame, we can criticize two of the Korean government’s COVID 19 slogans: firstly, “Wearing masks is the most effective vaccine.” is a message pushing scientific inaccuracies because the functions of masks are different from those of vaccines; secondly, “Let’s fight together in the war against COVID 19.” can unfairly persuade the Korean people to feel obligated to follow all the quarantine measures imposed by the government because it makes them regard the pandemic as a war.

This paper investigates the composition patterns of the event structures of the complex verb constructions, V1-e V2{nohta/twuta}, based on Pustejovsky’s(1995) Generative Lexicon, and the meanings of V2{nohta/twuta} in the constructions. The V1-e V2{nohta/twuta} constructions fall largely into five groups depending on whether the ‘ey’-marked Goal argument is introduced by V2, which is affected by whether the two verbs share the [+concrete, +mobility] object(Theme) argument: (i) ‘yele-nohta/twuta’ and ‘iphye-nohta/twuta’ are the typical auxiliary verb constructions in which V1 and V2 share only the subject, and the ‘ey’-marked Goal argument cannot be introduced by V2. In these constructions, ‘-e V2{nohta/twuta}’ means the ‘continuation of the resultative state’; (ii) the other three groups, i.e. ‘kele-nohta/twuta’, ‘kkenay-nohta/twuta’, and ‘mantule-nohta/twuta’ are the constructions in which V1 and V2 share not only the subject but the [+concrete, +mobility] object(Theme) argument as well, and ‘ey’-marked Goal argument is syntactically selected by V2. In such cases, V2{nohta/twuta} can be construed as having the aspectual or the lexical meaning, a ‘change of location’, according to the context.

It is well-known that coronal stops, the most unmarked consonants in English, are subject to various consonantal lenition such as deletion, glottaling and flapping. Although variations of a coronal stop between consonants have been well-documented, little is known if a coronal stop also participates in lenition when it precedes an onglide that is regarded as a vowel in terms of its physical property but as a consonant in terms of its phonological behaviors. Results showed that coronal stops did undergo deletion even before an onglide, but the rate was lower. This implies the onglides are still on the border between a consonant and a vowel when it comes to consonantal lenition. The underlying voicing contrast played an important role to the pattern of lenition in which voiceless coronal stops underwent glottaling more. The coronal stops in an irregular inflectional morpheme were resistant to deletion. Gender turned out to be one of the most important factors with regard to coronal stop lenition whereas lexical stress and age were not.

The purpose of this study is 1) to examine the types of tweets including #patient31 and evaluative language use of the tweets within the framework of Systemic Functional Linguistics, Appraisal Framework, and Critical Discourse Analysis; and 2) to show how the shared evaluation for patient31 represents her negatively and even reinforces the fixed image of ‘a reckless, irresponsible super spreader of virus.’ 101 tweets including the hashtag ‘#patient31’ were scraped randomly. The findings revealed that the hashtag and its linguistic use served both ideational function and interpersonal function. Communicating their evaluation for patient31, users shared their opinions, emotions, and lastly, built solidarity, and even ambient affiliation. The mutual consent to the evaluation or meaning-making process is realized in the phrase ‘don’t be patient31.’ However, there was a voice warning that this kind of meaning-making became cyberbullying toward an infected person. This study found that it is worth analyzing the language of SNS to show its multifunction rather than just its informational role.

The construction X-lai-X-qu ‘X-come-X-go’ is widely used in modern Mandarin Chinese and it has attracted researchers’ attention because the construction has diverse meanings when various types of words occur in the X position. Previous studies have explored the construction and identified the meaning of this construction as ‘repetition’(Li, 2002; Zeng, 2008; Zhou, 2017; Lu, 2018). Lu (2018), for example, has examined the meaning relatedness between variants of the construction from a cognitive perspective. However, the focus of Lu’s study is limited to meaning extensions of X-lai-X-qu only when verbs take the X positions. Other variants where pronouns, nouns and adjectives occur in the X position have not been adequately addressed. For more comprehensive analysis, this paper examines all the different variants of the construction and analyzes construction X-lai-X-qu from the perspective of cognitive semantics and concludes that they are all related in meanings through metaphor and metonymy.

The present study aims to examine the similarities and differences in patterns of literacy transfer of two Korean college-level students: an immigrant student and an international student, enrolled in a midwestern American university. Data collected from three interviews of each participant are analyzed under two general emerging themes: (1) literacy transfer between inside-school and outside-school contexts at the secondary school, and (2) literacy transfer between the first language(L1) and the second language(L2). Both participants' writing practices at home highly influenced their school literacy practices and vice versa. However, a discrepancy was found from participants' perceptions toward L1 to L2 literacy transfer. While one believed that L1 literacies had played a positive role in L2 literacies, the other perceived that L1 literacies had hindered L2 literacies. The results may yield significant pedagogical implications with regard to improving students' literacies.

Depictive secondary predicates have been a central topic of discussion in the vast literature for a long time, providing a lot of challenges for syntactic and semantic theory. There have been many syntactic analyses of depictive secondary predicates: small clause/control analysis, flat ternary analysis, adjunction analysis and complex predicate analysis. This paper discusses depictive secondary predicates in Korean and proposes a hybrid approach to Korean depictives in order to account for the different properties of subject-oriented depictives(SOD) and object-oriented depictives(OOD). In this paper, we make three main claims: (i) Korean –key depictives are not adjectival predicates, but adverbs, (ii) Korean SODs are similar to manner adverbs, and adjoined to VP, and (iii) Korean OODs are adjoined to V and form a complex predicate with the following verb, just like serial verbs.

This paper aims to compare structural characteristics of lexical bundles in rhetorical moves of applied linguistics research abstracts written by two groups of L1 and L2 academic writers. This study makes a comparison of four-word lexical bundles frequency and structural types among five rhetorical moves. The corpora used in this comparative study were the Native Research Article Corpus for L1 writers and the Chinese Research Article Corpus for L2 writers, which made up of research article abstracts from both Chinese and international journals of applied linguistics from 2005 to 2015. The results show that L2 writers used more bundles than L1 writers did in the moves of purpose presenting the research (Move 2) and summarizing the findings (Move 4). In terms of lexical bundle structural types, both L1 and L2 writers used more VP-based lexical bundles than NP-based and PP-based bundles in each move. Compared with L1 writers, L2 writers demonstrated a tendency to overuse lexical bundles both in types and tokens. The findings may provide a good reference for academic writing instructions in English for academic purposes.

Corpus studies have characterized L2 English argumentative essays with a prevalence of textual features more typical of spoken language. Vague nouns have been discussed as one of these spoken features particularly frequent in L2 writing. The present study examined the distribution and use of two most frequent vague nouns, people and thing(s), in a corpus of argumentative essays by Korean EFL university students and compared them with those from a corresponding corpus of native speakers(NSs). Results showed that the Korean EFL writers used the vague nouns more frequently and used them in ways that made their essays seem over-generalizing and unclear to a greater extent than the NSs. The paper concludes by offering some pedagogical suggestions to help EFL and novice academic writers to raise awareness of register differences and learn the lexis and grammar appropriate for academic registers.