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Noh Yuree & Lee Miseon. 2016. Effects of vocabulary size on anticipatory sentence processing in Korean learners of English. Korean Journal of Linguistics, 41-3. 359-378. The present study investigates whether and the extent to which nonnative speakers of English exhibit anticipatory processing of English sentences in comparison to native speakers (Borovsky et al., 2012), using a looking-while-listening paradigm. We also examine the relationship between the anticipatory behavior and vocabulary knowledge of English as a second language. College students with high-intermediate English proficiency participated in an eye-tracking experiment and an offline measurement of vocabulary knowledge. The results revealed that the participants anticipate upcoming words, thereby incrementally processing English sentences as native speakers do. In doing so, they also actively make use of combinatory information of semantic cues and real-world knowledge, having advantage of a larger L2 vocabulary size. (Hanyang University)

See-Gyoon Park & Ji-Young Kim. 2016. A Study on the Perception of Korean Monophthongs by Arabic Learners of Korean. Korean Journal of Linguistics, 41-3, 379-405. It is well known that L2 experience and L1 interference are the most important factors in L2 sound acquisition based upon the models of Flege (Speech Learning Model: SLM; Flege, 1987a, 1987b; Bohn & Flege, 1992) and Best (Perceptual Assimilation Model: PAM; Best, 1993, 1994, 1995; Best & Tyler, 2007). In our perceptual experiments on Korean monophthongs by Arabic learners of Korean, we examined influence of the two important factors of L2 experience and L1 interference posed by SLM and PAM. The results showed that the prediction based upon SLM and PAM was not completely correct but acceptable only in part. Why the two models were not totally acceptable should be investigated continuously. Our experiments results revealed, however, that some phonetic features such as lip rounding and the front-back position of the tongue, might have acted as the third important factor which could influence on the two existing factors. (Kunsan National University)

Bae, Hee-Sook. 2016. Characteristics of Semantic, Morphological, and Syntactic Development in Descriptive Writing of School-aged Children. Korean Journal of Linguistics, 41-3, 407-429. The purpose of this research is to explore characteristics of semantic, morphological, and syntactic aspects of school-aged children imbedded in their descriptive writing on their mothers. For that, we have collected descriptive writing data for 70 typically developing children(second, fourth, and sixth grades). Then, we analyzed three linguistic categories and their elements: semantics(NTW, idiomatic expression, synonyms, antonyms, general words, thinking words, and emotive words), morphology(conjunctive endings, conversion endings, and special semantic function of auxiliary particles), and syntax(MLT-w, co-occurrences, ellipsis, and embedded clauses). In addition, we compared these elements between two gender groups(boys and girls). As results, as grade levels increased, NTW significantly increased, but the number of T-units didn’t. As grade levels increased, the frequency of three linguistic categories significantly increased. However, the aspects of each category and its elements were various. NDW and idiomatic expressions significantly increased from second to fourth grade, but verbal general words and adverbial clauses significantly increased from fourth to sixth grade. There were variables gradually increased from second to sixth grade(emotive words, conjunctive endings, MLT-w, adnominal clauses). For gender comparison, we found some elements which showed significant differences in fourth grade(hyperbole and object ellipsis) and sixth grade(emotive words). These findings provide information of developmental transition and timing of descriptive writing for school-aged children. (Woosong University)

The purpose of this research is to explore characteristics of semantic, morphological, and syntactic aspects of school-aged children imbedded in their descriptive writing on their mothers. For that, we have collected descriptive writing data for 70 typically developing children(second, fourth, and sixth grades). Then, we analyzed three linguistic categories and their elements: semantics(NTW, idiomatic expression, synonyms, antonyms, general words, thinking words, and emotive words), morphology(conjunctive endings, conversion endings, and special semantic function of auxiliary particles), and syntax(MLT-w, co-occurrences, ellipsis, and embedded clauses). In addition, we compared these elements between two gender groups(boys and girls). As results, as grade levels increased, NTW significantly increased, but the number of T-units didn’t. As grade levels increased, the frequency of three linguistic categories significantly increased. However, the aspects of each category and its elements were various. NDW and idiomatic expressions significantly increased from second to fourth grade, but verbal general words and adverbial clauses significantly increased from fourth to sixth grade. There were variables gradually increased from second to sixth grade(emotive words, conjunctive endings, MLT-w, adnominal clauses). For gender comparison, we found some elements which showed significant differences in fourth grade(hyperbole and object ellipsis) and sixth grade(emotive words). These findings provide information of developmental transition and timing of descriptive writing for school-aged children. (Woosong University)

Xie, Li. 2016. The Mock Plural Expressions of Korean. Korean Journal of Linguistics, 41-3, 431-448. This paper aims to establish the classification criteria for plurals and classify them according to the criteria from a typological perspective, and examine which expressions can express mock plural in Korea. The mock plural is a kind of plurals that doesn’t express the plural concept despite having the plural formal, and that expresses other meanings such as politeness. Based on the concept of mock plural, this paper examines Korean person pronouns ‘Wuli/우리’, ‘Cehuy/저희’, ‘Nehuy/너희’ in Chapter 3. And the conclusion is that ‘Wuli1/우리1’, ‘Cehuy1/저희1’, and ‘Nehuy1/너희1’ can express the mock plural meaning. (Seoul National University)

Song, Sanghoun and Oh, Eunjeong. 2016. 5 or 7: Is the Choice So Important in Acceptability Judgment Testing? Korean Journal of Linguistics, 41-3, 449-480. This article concerns whether two different numbers of points on a Likert scale task produces different results in acceptability judgment testing. The most popular numbers of points on response scales are 5 and 7, and there seems to be no clear consensus about which of the two is better and why. As the same goes for experimental syntax studies, the choice of the numbers of points on the scales still remains questionable, though the Likert scale task has been widely employed in acceptability judgment testing. The present study compares two experimental data sets using the same stimuli sentences but with different point scales (5 and 7). It includes 46,356 data points and 506 Korean native speakers participated in the study. The comparison between the 5- and 7-point scale data is made in terms of (a) variance of data points, (b) convergence between the linguists’ judgments and the participants’ judgments, and (c) response time. The comparative analysis reveals that the two different point scales do not yield significantly different results. Yet, it is also observed that there exist pros and cons to both sides. The 7-point scale is more demanding than the 5-point scale to the extent that the middle point is rather scarcely used. On the other hand, the 5-point scale is sloppier than the 7-point scale to the extent that the latter captures the variation in acceptability judgments across the participants slightly better. (Incheon National University & Sangmyung University)

Song, Sanghoun and Oh, Eunjeong. 2016. 5 or 7: Is the Choice So Important in Acceptability Judgment Testing? Korean Journal of Linguistics, 41-3, 449-480. This article concerns whether two different numbers of points on a Likert scale task produces different results in acceptability judgment testing. The most popular numbers of points on response scales are 5 and 7, and there seems to be no clear consensus about which of the two is better and why. As the same goes for experimental syntax studies, the choice of the numbers of points on the scales still remains questionable, though the Likert scale task has been widely employed in acceptability judgment testing. The present study compares two experimental data sets using the same stimuli sentences but with different point scales (5 and 7). It includes 46,356 data points and 506 Korean native speakers participated in the study. The comparison between the 5- and 7-point scale data is made in terms of (a) variance of data points, (b) convergence between the linguists’ judgments and the participants’ judgments, and (c) response time. The comparative analysis reveals that the two different point scales do not yield significantly different results. Yet, it is also observed that there exist pros and cons to both sides. The 7-point scale is more demanding than the 5-point scale to the extent that the middle point is rather scarcely used. On the other hand, the 5-point scale is sloppier than the 7-point scale to the extent that the latter captures the variation in acceptability judgments across the participants slightly better. (Incheon National University & Sangmyung University)

li, Min. 2016. The Correspondence of Korean-Chinese Aspect Marker in Translated Texts. Korean Journal of Linguistics, 41-3, 481-499. Recently, contrastive study of aspect marker has been actively reported between Korean and Chinese. However, most of them focused on correspondence relationship. In this article, ‘-ko iss-’ and ‘zhe’ were investigated for their usage in translated text on the basis of previous researches. Half of aspect markers were not translated even if that were used in original text and could be realized in Korean and Chinese. This tendency was remarkably observed in embedding clause and conjunctive clause of Korean. In contrast, aspect markers were not used widely in Chinese regardless of their position in sentence. Instead, resultative complement replaced the meaning of aspect marker. In addition, the aspect marker had a tendency not to be denoted in habitual sentences. There was also difference in frequency of aspect marker according to genre. On the analysis of news text, ‘-ko iss-’ had high frequency, while the frequency of ‘zhe’ was low. (Seoul National University)

Lee, On-Soon. 2016. Testing the Role of Expectation in L2 Processing of English RCs. Korean Journal of Linguistics, 41-3, 501-519. Two major explanations for the difficulty of processing object RCs (e.g., The professor that the student criticized went on vacation in Texas.) make two different predictions about where the difficulty first appears. The memory-based account predicts difficulty at the relative clause verb (i.e., criticized), while the expectation-based account predicts difficulty at the onset of the noun phrase within the object RC (i.e., the of the student). To examine why L2 learners had the relative difficulty of processing object RCs, the current study thus examines the two predictions with a sentence continuation and a self-paced reading task in experiments conducted with Korean L2 learners of English. The results show that the learners experienced difficulty processing object RCs at the relative clause verb, but not at the onset of the noun phrase. This finding suggests that English L2 learners’ memory limitations, but not their expectations, explain the difficulty they experience in processing English object RCs (Korea University).

Jun, Jongsup & Sun-Young Lee. 2016. English-Speaking Children’s Acquisition of Derivational Morphology Based on the Affix Level in the Affix Ordering Hierarchy: Analyses of the CHILDES Database, Korean Journal of Linguistics, 41-3, 521-543. English derivational morphology has been a big issue in theoretical linguistics. In the field of language acquisition, however, it has been something that cannot be sufficiently investigated despite its importance in vocabulary acquisition. One problem is that L1 English-speaking children do not produce enough number of derivation types for researchers to find out meaningful generalizations. The goals of this paper are two-fold. One is to investigate distributional properties of English-speaking children’s use of derivational morphology by analyzing the 4.8 million-word speech transcripts of 1,220 L1 English-speaking children in the CHILDES database (MacWhinney & Snow 1985, 1990). The other is to find out whether English-speaking children learn derivational morphology with reference to the affixation levels in Kiparsky’s (1982, 1983) Level Ordering Hypothesis in lexical phonology. The results of the study indicate that more than half the 2,000 derived word types produced by 1,220 English-speaking children are derivatives of -al, -ous, -tion, -er/or, -ly, and –y, that Level 2 suffixes are acquired earlier than Level 1 suffixes, that Level 1 derivatives are produced far less frequently than statistical expectation before age 3, and that -ly, though a member of Level 2 suffixes, patterns with Level 1 suffixes in the course of vocabulary acquisition. Finally, we present a comprehensive list of the derived word types of -al, -ous, -tion, -er/or, -ly, and -y in the Appendix, which must serve as the starting point of future research for the acquisition of English derivational morphlogy. (Hankuk University of Foreign Studies & Cyber Hankuk University of Foreign Studies)