Earticle

Park, Bum-Sik & Oh, Sei-Rang. 2015. Left Branch Extraction in Multiple Fragments and Its Implications for Island Violations in Korean. Korean Journal of Linguistics, 41-1, 1-18. In this paper, we investigate the restricted distribution of fragments that undergo Left Branch Extraction (LBE). As observed by Park and Kim (2015a), in multiple fragments only the final fragment can be LBEed. We argue that the restricted distribution is observed because LBE induces a PF-effect on the intervening element between the LBEed fragment and the Left Branch Island. In multiple fragments, the non-final LBEed fragment always involves the configuration where the final fragment counts as a surviving intervenor after ellipsis takes place in PF. By contrast, appearing in the final position, the final fragment can be LBEed with the potential intervenors eliminated under ellipsis, giving rise to a repair effect. The analysis partially supports Fox and Lasnik (2003), but not Merchant (2008) or Chomsky (1972), in the sense that certain illegitimate movement has a PF effect on the intervening element. Examining interactions between LBE and relative clause island, we also provide an account for a certain asymmetry regarding the island-(in)sensitivity. (Dongguk University & Gyeongsang National University)

Bae, Hee Sook. 2016. Analysis on Writing Development of School-aged Children: Focusing on Formal Elements. Korean Journal of Linguistics, 41-1, 19-38. The purpose of this study is to explore the developmental transition of formal elements such as accuracy (spacing, spelling, particle, and ending conjugation), productivity (syllable, word, MLC-w), and syntactic complexity (embedded clauses) on the basis of the writing data of school-aged children. For this study, writing data have been collected through SCT-W (Sentence Completion Test - Writing) for 148 children 1st to 6th grade of elementary school. Excluding the data in which more than 2 questions were not filled, the writing data of 143 children are analyzed. As results, we verified that the error rates of spacing, spelling, particle and ending were decreased throughout first to sixth grade, whereas the mean length of C-units and the rate of embedded clauses were increased. We also verified that the developmental transition was different according to the writing elements. It was the third grade in which the slope of the productivity was abruptly increased. This result accords with Lesley & Paul (2007) in which they insisted that the length of sentence become longer at third and fourth grades. For the accuracy, the spelling error rate was significantly improved during the first year of elementary school, whereas the ending conjugation or the spacing skills were continuously developed during the six years. For the syntactic complexity, the frequency of adnominal clauses was significantly increased for the first three years and then its slope was stabilized. However, the adverbial clauses were continuously increased throughout the six years. Additionally, the standard deviation of the accuracy became lower in higher grade, but it became higher for the productivity and the syntactic complexity. These results implicate that the writing education for school-aged children should be designed in more detail by subdividing writing development stages according to writing elements. (Woosong University)

Shin, Seung-Hoon. 2016. A Study on Proficiency, Intelligibility, Accentedness and Acoustic Features of English Speech by Koreans in Gyeongbuk Area. Korean Journal of Linguistics, 41-1, 39-65. This study investigates acoustic properties of English speech made by Korean Learners of English based on Interlanguage Speech Intelligibility Benefit(ISIB) and preference judgments by Koreans, and intelligibility and accentedness evaluations by native speakers of English. The results showed that some English articulations favored by Koreans were not proper in terms of English intelligibility. ISIB among Koreans did apply when it comes to word-final consonant deletion and vowel insertion for illicit syllable structures. It also revealed the facts that weird aspiration of voiceless stops, monothongization of diphthongs and wrong sentence stress patterns did not aggravate the degrees of native speakers’ intelligibility while improper word stress, wrong consonant pronunciations and vowel insertion prohibited native speakers from understanding the English sentences in a proper manner. Also, intelligibility by native speakers of English was not significantly different from accentedness in this experiment. (Yeungnam University)

Shin, Eun Young, Yoon, Junghyoe, & Chung, Taegoo. 2016. Acquisition of Preposition Stranding and Pied-piping in Relative Clauses and Wh-questions by Korean EFL Learners. Korean Journal of Linguistics, 41-1, 67-93. The purpose of this paper is to investigate the acquisition of preposition stranding (PS) and preposition pied-piping (PP) in relative clauses and wh-questions by Korean middle school and college students. This study examined linguistic factors affecting the grammaticality judgment of learners at different proficiency levels such as position of preposition (PS/PP), semantic dependency between a verb and a preposition (bound/free), and construction type (wh-question/relative clause). We also inspected language-external factors such as input and instruction through textbook analysis and a teacher survey. The findings of the present study showed that input saliency conditioned the overall acquisition of the PS, which is prevalent in input. On the other hand, the infrequent PP was affected by construction type and V-PP semantic dependency to a greater degree than was the PS. (Korea University)

Chung, Hye-Yoon. 2016. Do Subtypes of Focus Really Exist in Spanish? Korean Journal of Linguistics, 41-1, 95-118. This article deals with the term focus in Spanish, in particular, two subtypes of focus, called Contrastive Focus and Non-contrastive Focus (cf. Gutiérrez-Bravo, 2005). According to Zubizarreta (1998), in Spanish, the two types of focus most noticeably differ syntactically: While Non-contrastive Focus should appear at the utterance-final position, Contrastive Focus may appear in-situ. Inspired by a handful of studies (e.g. Cabrera-Abreu & García-Lecumberri, 2003; Kim & Avelino, 2003; Toledo, 1989) and motivated by empirical data gathered for the pilot study conducted prior to the current study, I set out to reinvestigate Zubizarreta’s (1998) claim on the distinction between the focus subtypes. The findings of the current study show that the pragmatically defined notion of focus (Lambrecht, 1994) is not further divided into two types in Castilian Spanish at least syntactically. Across the focus scopes, there were little differences in Contrastive Focus and in Non-contrastive focus. (Korea University)

Chae, Hee-Rahk. 2016. A Comprehensive Syntactic Analysis of Korean [... V ... V] Expressions III: Idiomatic Constructions and Compounds. Korean Journal of Linguistics 41-1, 119-163. This paper is an attempt to achieve the goal of providing a comprehensive analysis of Korean [... V1 ... V2] expressions. Under the assumption that these expressions can be divided into auxiliary predicate constructions, converb constructions and idiomatic constructions (ICs), we focus on the analysis of ICs in this paper, under the spirit of mono-stratal approaches. ICs contain semantic and/or syntactic anomalies, which have been very difficult to deal with properly. Adopting the representational system of H-R Chae (2014, 2015), we have established a framework for the analysis of various types of idioms. One of the best merits of the framework is that it can capture the syntactic flexibility of idioms very effectively, as well as their syntactic rigidity and semantic non-transparency. In addition, it enables us to make it clear that many of the assumed compounds, which allow the insertion of delimiters in-between, are not really compounds. The framework is under the assumption that there are three major components constituting the grammar of a language: a set of words (i.e. a lexicon), a set of rules, and a set of idiomatic constructions. Positing the third component leads to, among others, a simplification of the lexicon and the rule set of a grammar. (Hankuk University of Foreign Studies)

Choi, Sungho & Lee, Miseon. 2016. Online Resolution of English NP/S Ambiguity in Korean Adult EFL Learners. Korean Journal of Linguistics, 41-1, 165-180. The present study investigated whether Korean adult EFL learners use verb-specific information when reading temporarily ambiguous sentences. In a self-paced reading task, we examined the effect of subcategorization bias of verbs on ambiguity resolution, using two types of biased verbs: S-biased verbs (e.g., The waiter insisted the reservation was made by a woman) and NP-biased verbs (e.g., The waiter confirmed the reservation was made by a woman). The reading times indicate that Korean EFL learners with high proficiency of English do not use verb bias information during online sentence processing. However, the results suggest that our participants’ insufficient experience with English, interacting with their L1 word order, may hinder their using the verb information in online processing. (Hanyang University)

Hyu, Mihye & So-Woo Chung. 2016. A Contrastive Rhetorical Analysis of the Introductions to Research Articles on Business. Korean Journal of Linguistics, 41-1, 181-199. This paper explores the differences in rhetoric between research papers on business written in English by Korean scholars and those written by scholars from English-speaking societies. The contrastive analysis of the introductions of 60 papers, in terms of a slightly modified version of Swales’s(2004) CARS model proposed in Sheldon(2011), found that all of the three moves, M1, M2 and M3, were present in all the introductions of both corpora, and that M2 recorded the lowest frequency (10% in the corpus from English-speaking societies and 11% in the Korean corpus). The frequencies of M1 and M3 were 28% and 62% respectively in the English-speaking societies’ corpus, and 46% and 43% in the Korean corpus. This implies that Korean business researchers allocate more space for general background information and justification of their research than the research outputs, while the business researchers in English-speaking societies put more effort on the latter than the former. (Sungshin Women's University)