Earticle

This paper aims to investigate‐functional and syntactic constraints imposed on extraposition from NPs in English. Given the general tendency that something focused or important is placed at the end of the sentence, it is shown that information structure has to do with extraposition: the elements extraposed from NPs must be more important than any other sentence element in information status; that is, the extraposed elements should be more important than the rest of the sentence elements. In cases where two types of extraposition are involved in a sentence, a syntactic constraint has also been suggested, following Jang (2006), that the path of an extraposed element must not cross that of the other extraposed element and instead, the former must be nested or vice versa

The aim of this study is to provide an overall evaluation of the Practical English course at one of the universities in Seoul and to suggest effective ways to improve it. The course was designed to improve students' listening and speaking skills. The study collected the data both quantitatively and qualitatively from both the students and the instructors. The quantitative result shows that students' language skill was improved throughout the year. The qualitative data show the students' overall satisfaction with the course, though it also indicates some areas to enhance. According to the study, some effective ways to develop the course and induce students' motivation are including the course results in the student's GPA, providing systematic curriculum for all four college years, improving the Multi Internet Lab's contents and providing more opportunities for overseas English programs.

This paper discussed the opposition relationship of the present words ‘참-진짜’ and ‘거짓-가짜’. In middle and modern age, these correspond ‘-진짓’ and ‘거즛’. The present words ‘참-진짜’ are corresponded ‘-진짓’ in middle and modern age. A similar form ‘짐짓’ is different from ‘진짓’. This words are different semantically. ‘진짓’ is corresponded Chinese character ‘眞’ and ‘짐짓’ is ‘故’. The present words ‘거짓-가짜’ are corresponded ‘거즛’ in middle and modern age. But the word which corresponds to ‘가짜’ uses ‘가딧>가짓’. ‘진짓, 가짓’ are originated with a modern age Chinese loan words ‘眞的’ and ‘假的’. ‘가짓’ did not continue in the form which becomes independent with ‘거즛>거짓’. This originates to these form as a matter of similarity. The form similarity occures to meaning integration. ‘眞的’과 ‘假的’ are correspond ‘진짓것’과 ‘거즛것’. These are noun. Consequently the present language ‘진짜, 가짜’ in compliance with reverse explaining of Chinese character ‘眞的者, 假的者’ or ‘眞者, 假者’. Consequently the correspondence of ‘참-진짜’ and ‘거짓-가짜’ come true with ‘참-진짓’ and ‘거즛-가짓’. The present language ‘참-진짜’ are same as adverb use. And ‘참’ is free from noun and prefix usuage. But ‘진짜’ is free from noun and prenoun usuage. ‘거짓-가짜’ is nearer than ‘참-진짜’ on the integrated degree. This related to form integration

This paper attempts to study Korean college students' knowledge of the English light verb+noun collocation. The subjects were 51 college students in Pusan, Korea. Three English light verbs(give, have, make) were selected and tested. The results are as follows. First. there was a somewhat weak positive correlation (r=.481, p<.01) between college students' general English knowledge and English light verb+noun collocation knowledge. Second, The average score was 57.61% and the ratio of correct answer was in the order of have(70.03%), make(56.86%) and give(45.94%). Third, There was a big difference between the scores according to nouns which light verbs combine with. The subjects were 90.20% correct in the have a sleep, while they are only 25.49% correct in the give a boost collocation. Fourth, The subjects' answers were not in accordance with the BNC frequency. For example, they are only 35.29% correct in the collocation of make a payment even though it is frequently found in BNC. These results show that EFL learners need to study collocation through corpus, not just memorizing individual words without knowing how words are used with some other words

This paper aims to investigate the effect of Communicative Language Teaching(CLT) TOEIC classes on student attitudes and TOEIC scores. To collect data, the 161 students from two universities in Korea were asked to take TOEIC pre- and post-tests and fill out attitude questionnaires before and after teaching TOEIC classes utilizing two different teaching methods throughout one semester: CLT and CTM(Classical Teaching Method). The findings were that the students' attitudes in CLT TOEIC classes were significantly more positive than those in CTM TOEIC classes. Despite the more positive attitudes to CLT TOEIC classes, the students in both classes received significantly higher reading scores on the post-tests, regardless of the teaching methods used in their classes

The purpose of this paper is to examine the distance principle between the length of forms and social distances in Korean request expressions in terms of Haiman's (1983, 1985) distance principle and Brown and Levinson's (1987) politeness theory. Discourse-functional account including distance principle can explicitly analyze the semantic and pragmatic corresponding relationship in Korean requests. In order to examine the validity of the proposed explanations, this study analyzes electronic mail messages containing various kinds of request sentences in authentic situation. As a result, it is possible to say that there should be a general pattern of language choice in Korean requests: the longer form, the more polite. And this pattern can be more convincing when context and individual variations are considered. Given the fact, iconic relationship can be dealt as a universal tendency and this generality may be extended to other languages

This study examined how two Korean siblings learned English inside and outside the American classrooms and the results of being exposed to English in this environment. The methodology was a qualitative case study. To answer the research questions, data were collected by classroom observations, home visits, interviews, researcher's journal writings, and collections of writing samples. This study found that multiple factors can affect second language learning and its outcomes; however, among these factors, the most influential one was dependent upon the degree and frequency of social interaction with American peers each individual participant experienced inside and outside the classrooms. Frequency of interactions with target language speakers, in part, was closely connected to the teachers' pedagogical decisions. Outside the school, the degree of social engagement was dependent upon social settings created by individual student. In other words, the Zone of Proximal Development (ZPD) could be larger or smaller, depending on the amount of interaction that each student created

In this paper, we will consider that the parallel operation of the Edge probe from C and the Agree probe from T by inheritance renders the A-movement effects (i.e., binding, scope, weak crossover, etc.) and permits the goal of the Edge probe, that is, the singleton A-chain in base position to act as an intervener for long distance agreement. The main purpose of this paper is to suggest that the parallel movement application that Chomsky(2005) develops permits an explanation of interesting phenomena, such as long distance agreement in Icelandic raising construction, dual property (i.e., A- and A'-properties) of locative inversion constructions in English, and scrambling in Japanese. Given this, we will conclude that the suggestion that the probing by C and the probing by T derivatively takes place in parallel is made on both empirical and conceptual grounds

The purpose of this paper is to explain English syllabification of intervocalic consonant and ambisyllabicity. There are three ways to explain the intervocalic consonant: basic syllabification, resyllabification, and ambi- syllabicity. The three English phonological processes are reviewed in this paper. It is argued that the l-velarisation, flapping and aspiration phenomena can be explained clearly for the most cases with the concept of ambisyllabicity, and sometimes the notion of foot is needed for explaining some dialectal differences in l-velarisation and aspiration. This paper also shows that prosodic (foot-based) approach without the notion of ambisyllabicity is not superior to ambisyllabicity approach in that the classification of foot is too arbitrary

The main purpose of this paper is to investigate how the phonological phenomenon of vowel harmony in Hungarian can be analyzed in terms of Government Theory (Kaye, Lowenstamm & Vergnaud 1985, 1990, henceforth KLV). The first part of the paper illustrates alternation in the phenomenon of Hungarian vowel harmony with relevant examples. Based on the outline of theoretical assumptions in Government Theory, this paper explicates some basic principles and representations. Analyzing the phenomenon of vowel harmony in this framework, several problems are highlighted. Noting some problems with this analysis, the paper proposes to analyze the Hungarian phenomenon in Extended Government Phonology (Park, 1996; Park, H. & D. Michaels, 1997), which accounts what motivates and directs the phonological phenomenon

Theories of the generative framework have excluded various aspects of language use in pursuit of more fundamental generalizations, by separating competence from performance. Facts about language have been explained in terms of abstract, domain-specific knowledge structures, which are mostly unrelated to the child's experience. There emerged, however, an approach, statistical learning, that emphasizes the continuity between acquisition and processing. This new idea, which is based on the mechanism of connectionism, attempts to explain the child's task as learning to use language, not grammar identification. The purpose of this paper is to discuss the boundary between grammar and statistics and show how statistics can serve as an alternative to the research on language, by providing cross-linguistic evidence on the production choice between the locative and the meronymic relation