Earticle

This paper explores the possibility of substitution of ‘-damyeon, -nyamyeon, -jamyeon; -noramyeon, -eulrachimyeon, -euljaksimyeon’, which is used as a connective ending in the level of proposition among the fused endings of ‘-Xmyeon’ class. And on the basis of the results, this paper systematizes these fused endings and sets up each functional meaning. Firstly, -damyeon' can be replaced with '-myeon', but it can not be substituted for others. Also, ‘-jamyeon’ can be replaced with ‘-noramyeon, -eullachimyeon, -euljaksimyeon’, but not ‘-damyeon or -nyamyeon’. As well, ‘-noramyeon’ can be replaced with ‘-damyeon,’ when the preceding clause has a logical and meaningful relationship of [+assumption] to the following clause, and [-assumption], it can be replaced with ‘-jamyeon, -eullachimyeon, and –euljaksimyeon’. The common functional meaning of these fused endings is [+condition][+time order], and the distinguished functional meaning is [+assumption] for '-damyeon', and [-assumption] for '-eullachimyeon, -euljaksimyeon'. And, ‘-noramyeon’ and ‘-jamyeon’ have a functional meaning of [+progress], but ‘-jamyeon’ also has a functional meaning of [-assumption]. And the functional meaning of '-nyamyeon' is shown as 'question-answer'.

Establishing the referential dependency between the reflexive pronoun and its antecedent is needed to comprehend the sentence involving the reflexive anaphor. This study investigates how Korean English learners process reflexive pronouns using an offline acceptability judgement task and an online self-paced reading task. The offline task showed Korean learners were very sensitive to the syntactic constraint of the reflexive pronoun. The online task showed evidence of applying binding principle A at the reflexive region and the simultaneous processing of syntactic and semantic information for the referential dependency during reading. The result is consistent with the interactive-processing model that syntax and semantics have influences at the same time on the sentence processing. However, it is notable that syntactic information plays a more important role than semantic information in the processing of reflexive pronouns.

This study was conducted to investigate whether the syllable transposition effect is significant for Korean (e.g., 양찬 -> 찬양). The recent study by Rastle et al. (2019) is needed to be retested in the sense that a previous syllable transposition study showed inconsistent results. The pattern of priming by nonword prime and word prime to their targets was experimented in this study. The results showed that all prime types inhibited the processing of targets, and its effect was greater for word prime. These results indicate that the syllable position is specific for Korean, and the activation of neighborhood words are manifest in the priming. Related discussion including differential priming effect by prime type was done to understand early Korean word recognition processes.

This study aimed to identify the effects of empathy on L2 reading comprehension through the mediated effects of achievement emotions and English reading motivation. Data were collected from 123 college students. Data on students’ characteristics such as empathy, achievement emotions, and English reading motivation were collected using a structured self-reporting questionnaire. Empathy showed a direct effect on English reading motivation and also showed a direct effect on positive achievement emotions and negative achievement emotions. English reading motivation showed a direct effect on English reading comprehension but it was not significantly effective. Positive achievement emotions and negative achievement emotions showed a direct effect on English reading comprehension but it was not significantly effective either. However emotion showed an indirect effect on English reading comprehension and it was significantly effective. The results indicate that it will be effective to develop strategies that can develop students’ empathy to improve L2 reading comprehension.

This study investigated two professors’ teaching approaches to teaching English for employment courses. There is a lack of discussion on appropriate pedagogy to address the mismatch between univeristy graduates’ employability and employers’ requirements. While current pedagogy focuses on skills required for working in specific positions of employment, this paper puts forward pedagogy to increase the marketability and employability of students. Two professors’ teaching approaches have been tracked through a qualitative case study. The professors’ teaching plans, video lectures and online class interactions were collected and analyzed for the recurrent themes. The two themes that emerged were: teaching for employability and globalization of perspectives on employability. The findings showed how professors used teaching to sharpen students’ skills enabling them to make themselves presentable for future job markets. The professors emphasized globalized content offering broader employment possibilities. Educational implications include teaching to help students become more active in achieving employment with an emphasis on globalization.

The purpose of this paper is to explore what acoustic cues are employed for the distinction of three phonation types of stops and affricates in Jeju Korean, and it examines whether two different manners of consonants with the same three-laryngeal contrasts are undergoing a sound change. The findings of the study revealed that for stops and affricates, a main effect on phonation type was found for VOT, F0, and H1-H2. As for the age effect, a significant difference was found in VOT, but not in H1-H2. A main age effect in F0 was observed for stops but not for affricates. With respect to the interactional effects, the lax and the aspirated consonants showed shorter duration as speaker age decreased, causing these two phonation categories to merge. In terms of F0, the aspirated consonants for these two consonant manners had higher F0 as speaker age decreased. Concerning H1-H2, there was no significant difference in the lax consonants for stops and affricates as a function of age, but H1-H2 in the aspirated consonants appeared higher as speaker age decreased. The current study suggested that Jeju Korean is undergoing a consistent sound change between the stops and the affricates.

This study set out to explore student teachers’ beliefs on English teaching methods. A total of 69 student teachers of three different “English teaching methodology” classes participated in the study; and they were from science education, physical education, and ethics education. A student survey questionnaire, a focus-group interview, and a class observation were employed to collect data. Data analysis was done quantitatively by using descriptive statistics and qualitatively by a thematic analysis as well. The main findings indicate that first, the student teachers showed a positive reaction toward the English teaching methodology course even though they were less willing to invest time in studying for it. In addition, taking the class seemed to positively influence their view and beliefs on ELT. Second, the student teachers of all three disciplines showed a similar pattern of preference regarding teaching methods by ranking CLT, the most useful, and followed by TPR and ALM while GTM was the least favored. Third, they believed that possessing an appropriate level of English proficiency is a key element for a successful teaching practice so they planned to study English skills, in particular, speaking and listening. Finally, suggestions for effective teaching in the primary English classroom have been discussed.

The role of prediction in language comprehension has been tested in few languages, and how much prediction has been used across different language groups remains unclear. This study therefore expands the investigation of the role of prediction by examining the relation between performance on an artificial grammar learning task with an adjacent dependency rule and performance on a Korean self-paced reading task including a predictive relation between classifiers and their associated nouns. Forty-two Korean native speakers took part in the experiment. Results show a significant relation between scores on the two tasks. These results suggest that better ability to make predictions, as measured by the artificial grammar learning task, facilitates comprehension of the predictive dependency between preposed Korean classifiers and the following associated nouns. Moreover, different degrees of predictive ability may help explain individual differences in language processing.

This paper reexamines the countability of English nouns based on the notion of embodied cognition. It is argued that both the prototype approach and the dynamic construal approach exemplify the embodiment view in terms of categorization in which the former can serve as the conceptual basis whereas the latter can function as a psychological basis. From a prototype approach, there are middle places between count and non-count nouns, so the boundary between the two subcategories is fuzzy. From a dynamic construal approach, it is suggested that there is no stable category and that we have only the contextual count nouns and non-count nouns. It is also proposed that nouns in this context tend to undergo a process of decategorization from the original categories and be recategorized into ad-hoc categories. The variability and flexibility of nouns as the semantic unit exhibit the contextuality and dynamics of human conceptualization by adopting the means of metaphor or metonymy. In addition, the interconversion of countability of nouns is also influenced by the domain of instantiation of the nouns, maximal and immediate scopes of human visual domains, and specificity and schematicity of the nouns.

This study aims to examine cultural variation in the perception of impoliteness by Korean and English speakers. The data consisted of 100 impoliteness events reported by college students in Korea and the US. For the analytical framework, the ‘rapport management’ approach to impoliteness (Spencer-Oatey’s, 2000) was adopted focusing on quality face, equity rights, and association rights among five categories of the framework. The results showed that both groups of participants featured quality face as the most prominent category and it was by far the most of the frequent impoliteness events in the American data. Furthermore, a difference between the two groups emerged: in contrast to the American data, the Korean data featured both quality face and equity rights the prominently relevant categories and even association rights clearly play an important role as well. The findings offer some explanations for the difference.