Earticle

This paper examines the effects of repeated Reading Aloud(RA) practice on Korean university-level EFL learners’ pronunciation accuracy and learning perceptions. Over ten weeks, learners participated in structured RA activities, and their speech was analyzed using a Speech-to-Text(STT) system. STT-based analysis showed measurable improvement in pronunciation clarity, including an increase in the number of students achieving 100% word recognition and a decrease in those with low recognition rates. Error types were categorized into persistent, disappearing, and newly occurring forms, revealing that while many pronunciation issues improved, complex features such as consonant clusters, reduced syllables, and morpheme endings(e.g., -ed, -s) remained problematic. Survey and open-ended responses indicated that learners became more aware of their pronunciation issues, improved rhythm and fluency, and felt more motivated to continue English learning. Despite these gains, some still expressed discomfort with public speaking, suggesting a need for emotional support alongside skill training. This study highlights RA as a practical, low-cost strategy that supports both linguistic and affective growth, especially when combined with STT-based feedback that enables targeted analysis and personalized instruction.

This study examines interrogative sentence patterns among Korean speakers aged 50 and above, focusing on how aging, gender, and education influence their usage. Using approximately 649.7 hours of conversational data (288,502 utterances from 3,649 speakers aged 50–90), the study analyzes 11,946 interrogatives, classified as WH-questions and Y/N-questions. Results show interrogative use declines with age but increases with education. Gender differences reveal men using more interrogatives overall, while women favor WH-questions. Multiple regression analysis reveals age as the most influential factor, followed by education and gender, suggesting educational engagement could help offset language changes associated with aging.

This study examines the middle Korean modality marker ‘–Rireo-’, redefining it not as a mere tense marker but as a grammatical indicator of logical certainty. While previous research has primarily interpreted ‘–Rireo-’ within the framework of retrospective future or counterfactual conditionals, this study argues that it more accurately expresses logical certainty based on prior epistemic evaluation. A comparative analysis with ‘-Rieo-’ reveals that whereas ‘-Rieo-’ encodes immediate speaker certainty, ‘-Rireo-’ marks inferred certainty grounded in earlier recognition. By establishing ‘-Rireo-’ as a marker of logical certainty, this study contributes to a more refined typology of modal expressions in the historical grammar of Korean.

This study aims to analyze the errors found in the writing samples of intermediate Vietnamese learners of Korean and propose teaching and learning methods to prevent the fossilization of these errors. The errors are categorized into phonological errors, grammatical errors, lexical errors, and complex errors that hinder meaning comprehension, with their causes subsequently analyzed. It was found that phonological errors, mainly resulting from differences in the phonological systems of Korean and Vietnamese, affect writing accuracy. To address this, it is suggested that integrated listening and writing activities, such as dictation, be used to help learners recognize their phonological errors, with a list of frequently confused phonetic items be provided in advance. Grammatical errors were identified in particles, endings, tense, quoted clauses, agreement between sentence components, negation, modifiers, and verb conjugation. To correct these errors, a systematic teaching approach to Korean sentence structure and its characteristics as an agglutinative language is recommended. Additionally, exercises involving sentence completion with particles and activities involving peer or self-feedback for error correction were suggested. Lexical errors were categorized into substitution, omission, and addition errors, and their causes were analyzed. It was proposed that vocabulary be taught as chunks combined with particles or expressions rather than using standalone words. Furthermore, the use of visual aids along with various example sentences to explain differences in similar grammar or vocabulary was recommended, as well as the provision of practice questions to confirm understanding. The educational competence of teachers is crucial for effectively correcting and teaching these errors.

In this study, we utilized the historical text morphological analysis tool ‘UTagger-Hunminjeongeum TCM’ to conduct a morphological corpus analysis of The Letters Excavated from the Tomb of the Suncheon Kim Clan. Based on this corpus, we examined the characteristics and trends of gendered language in male and female letters using quantitative methods. Chapter 2 explores indicators for the quantitative analysis of historical texts, dividing them into grammatical and lexical characteristics. Chapter 3 provides an overview of the structure of ‘UTagger-Hunminjeongeum TCM,’ the preprocessing steps for tagged data, and the data extraction and analysis process. Chapter 4 examines the patterns and characteristics of male and female letters based on the extracted data. Through this process, we identified gender-based linguistic preferences within linguistic indicators observed in the morphological analysis corpus of The Letters Excavated from the Tomb of the Suncheon Kim Clan.

This paper explores typicality of the forms and semantic functions of the English Imperatives. A list of the forms and semantic functions of English imperatives was examined from previous studies, and a Likert-scale survey was conducted with 13 participants, asking them to differentiate between typical and atypical English imperatives and to investigate variations in the degree of atypicality. The results are as follows: First, as for typicality in the forms of English imperatives, the subjects considered VERB and Please VERB to be typical, whereas Can(Could) you VERB, You should VERB, I need you VERB, and Let's VERB were deemed atypical. And when comparing the degree of typicality, it was observed in the following order: VERB> Please VERB> You should VERB> I need you VERB> Can(Could) you VERB> Let's VERB. Regarding the semantic function of English imperatives, the subjects judged ‘command(directive)’ and ‘request’ as typical semantic functions, while ‘advice, invitation, permission, and suggestion’ were seen as atypical. And when looking at the degree of typicality for semantic functions, they were ranked in the order of command(directive)> request> advice> suggestion> invitation> permission.

The purpose of this study was to examine the perspectives of pre-service teachers on ELT textbook evaluation and adaptation to provide a better understanding of what they might face and experience when selecting and implementing teaching materials in their own classrooms. A total of 75 pre-service teachers across three different majors participated in data collection through a course on Materials Study. The main methods for data collection included open-ended surveys, reflection papers, and course-related documents. A mixed-method approach was applied to examine the factors influencing the pre-service teachers’ English textbook evaluation and adaptation and to identify the challenges they encountered. The study found that pre-service teachers valued textbook evaluation for understanding material strengths and weaknesses but faced challenges such as ambiguous criteria, difficulties in creating checklists, and textbook similarities. In adapting materials, they preferred modifying and adding content rather than removing or replacing it, with frequent adaptations in Music and English, particularly for language simplification. The main reason for adaptation was to enhance student interest and motivation, while external factors like classroom management and time constraints were less influential. These findings highlight the need for structured training in textbook evaluation and adaptation, emphasizing a student-centered approach to ensure engaging and relevant instructional content.

Recently, Chomsky(2021), Chomsky et al.(2023), and Chomsky(2024) suggest that lexical items are drawn as needed from the Lexicon and inscriptions of lexical items are available for computation. They go on to propose a new analysis of obligatory control based on the operation Form Copy(FC). In addition, Chomsky et al.(2023) also assert that when the controller NP and the controllee NP enter into a structurally identical relation FC can be applied to pairs of identical inscriptions, satisfying the following three conditions: (i) structural identity (ii) c-command (iii) co-phasehood, even if the controller NP and the controllee NP arise by EM. Given this, we will consider general principles of Merge and basic properties of FC, and show that the FC-based approach can explain the derivation of obligatory control, Across-the-Board(ATB) construction, parasitic gap structure, rightward ATB movement, covert ATB movement, and adjunct control construction. In addition, we will point out that the FC-based approach causes some problems in the co-phasehood condition and the overgeneration of FC. In addition, as for the motivation for copy invisibility of FC, we will suggest Measurement Disturbance(MD), which indicates that measuring one property of copy elements in FC inherently disturbs another property of copy elements in FC.

This study examines the theoretical basis for the appearance of the nominative case marker(NOM) on certain wh-adverbs in Korean(see Kim and Maling, 1993). Drawing on independent evidence from Korean case stacking, I argue that such wh-adverbs project KP at the highest level and that they are associated with a focus interpretation introduced by FocusP. This enables the assignment of NOM. Crucially, the proposed analysis accounts for the absence of NOM on way ‘why’ and ettehkey ‘how’: these adverbs are either externally merged in positions structurally higher than FocusP, making case assignment unavailable, or are deprived of KP, rendering them inaccessible to NOM. This analysis contributes to a broader understanding of the interaction involving focus, case, and adverbials in Korean. Overall, this work presents a syntactic approach to handling the phenomenon at issue.