Earticle

This study aims to reconstruct the original form of the Gyeongsang dialect's final ending “-dakai”, and to clarify its morphological, syntactic, and semantic characteristics. As this ending is interchangeable with the Midland dialect's “-danigga” in many aspects, it has received little special attention in studies of the Gyeongsang dialect until now. However, in actual discourse, the two endings possess different semantic features and are subject to separate syntactic constraints. The endings “-danigga” and “-dakai” share the basic meaning of revisiting the content of a past utterance at the time of the current speech. The focus of “-danigga” is on a consequent utterance that has not yet been realized. Hence, the listener is required to infer the content implied by “-danigga”' and to take actions that align with the speaker’s expectations. On the other hand, the Gyeongsang dialect “-dakai” emphasizes the act of utterance and displays an attitude of certainty towards the proposition. Because it is impossible for the listener to question content that the speaker has already confirmed as fact, “-dakai” is difficult to use in interrogative sentences.

This paper examines notable differences and important characteristics in the lexical and structural features of business email compared to general informative language. This study is based on a corpus of 526 business emails compiled from the US and South Korea, and a corpus of informative text from the British National Corpus Sampler. Through a corpus-based analysis using Wordsmith 8.0, business emails are characterized by the frequency of words and phrases used. It was found that they commonly employ specific structural patterns like Verb + NP/PP and NP/Pronoun + Verb. Furthermore, English in business email places an emphasis on formulaic expressions, such as Please let me know, Thanks for your, and If you have any. Ultimately, this study provides insights into learners’ independent language awareness, offering valuable implications for English for Occupational Purposes (EOP) instruction, and suggesting practical exercises aimed at enhancing EOP teaching and learning.

The English compound preposition into, as in He went into the shop, is not formed in the way that it is interpreted. Its semantic interpretation, [TO [IN [SHOP: DEF]]], is constructed in the reverse order of its two components in and to. A growing body of analyses of this opposite nature assumes that one component (in) is incorporated into the other (to) to form the compound preposition (into). This paper addresses and discusses issues that arise from this incorporation theory with respect to modification, complementation and alternation. It argues that the preposition is not incorporated at the level of phrasal syntax, but listed in the lexicon through associations between its two components and their modular properties. It also offers an analysis of the lexical item in the spirit of both parallel architecture of grammar and relational morphology.

This study evaluated students' perspectives on the use of technology-based feedback tools. A total of 48 students majoring in English education participated in the study. A set of 30 questions was employed to capture their insights. Closed-ended questions were subjected to Excel analysis for mean scores and standard deviations, while content analysis was applied to open-ended responses. The outcomes revealed that the most valuable aspect of these tools was their grammar checking functionality, and students expressed a general satisfaction with the feedback provided. However, students reported instances where the tools misunderstood their intended meaning or suggested inappropriate corrections. Despite their effectiveness being perceived as equal, there was still a preference for traditional feedback, which was considered more beneficial than technological tools. Addressing concerns about plagiarism, participants expressed a nuanced stance, as reflected in a mean score of 3.65. A significant 85.1% of the participants felt educational institutions need to offer guidelines or training on the effective use of these tools, particularly in the context of plagiarism detection.

This study examined the effect of employing GIFs(Graphic Interchange Format) on Korean high school students’ acquisition of English phrasal verbs and their affective domain. Despite the prevalence of phrasal verbs in native English discourse, their idiomatic nature and semantic opacity pose challenges for learners. Grounded in cognitive linguistics, the study utilized orientational metaphors and image schemas to facilitate the comprehension of phrasal verb meanings. The study compared a control group receiving traditional instruction with an experimental group exposed to GIF-based materials alongside image schemas. Quantitative data from pre, post, and delayed tests measured phrasal verb knowledge and the ability to infer new meanings. Qualitative data from questionnaires and interviews evaluated effects on the affective domain. The experimental group significantly outperformed the control group in the post and delayed tests, demonstrating enhanced acquisition, retention, and meaning inference abilities. GIF-based learning also positively influenced students’ understanding, engagement, as well as their motivation to learn phrasal verbs. The findings highlight the potential of GIFs as effective teaching tools to aid in visualizing metaphor-based instruction, while acknowledging limitations in sample representation and treatment duration.

This study investigates the productivity and frequency of the near-synonymous derivational suffixes -ish and -like in the British National Corpus. In particular, it examines the bases to which they attach and the meanings imparted in each instance. Some of the findings correspond to work conducted with other corpora or in the theoretical realm, but the study also found a definite pattern of -like attaching to adjectives to form adverbial expressions, in much the same was that -ly does, though conveying a unique meaning. The study also examines the use of adverbial modifiers of words formed with the two suffixes and examines how these serve to modulate the semantic contributions of the affixed words.