Earticle

Journal of Linguistic Studies 4, 1-15. This paper primarily aims to examine what kind of knowledge a teacher and students in a Korean language class pursue. To analyze the collected data, it applies some sociolinguistic concepts, while psycholinguistic and etymological philosophy are adopted to discuss the classified discourse by following sociolinguistic methods. This paper reveals that the discourse produced in this particular classroom highly pursues the objective knowledge : the truth of what is asserted by some ethical sentences is independent of the person who uses this sentence, the time at which he uses it, and the place where he uses it. This objectivity in language education can be criticized by Vygosky's viewpoint that students do not simply acquire linguistic vocabulary, but positively take part in shaping knowledge by connecting it in the classroom with their social experience.

This paper discusses a few problems in tourism English education in colleges and universities, mainly focusing on instructors, texts and curricular. English communication skills play a very critical part in development of future tourism industry in Korea, and tourism English education has been one of the most important parts in tourism education. Tourism English with specific purposes is differentiated from general English education. However, teaching several situational conversations for tourism places is not the primary goal of tourism English education. It should be framed within the theories of basic English education to improve communication skills and creativity in real dynamic situations.

This paper aims to present some classroom techniques available for teaching English pronunciation communicatively in order to develop communicative competence of English learners. The communicative approach to English pronunciation teaching that I address is that pronunciation practice should take place beyond accurate production of isolated sounds or words and that must be linked to naturally understand the meanings of dialogs or conversation. This means that pronunciation teaching should not be restricted to practice the correct articulation of segmentals, but be extended to teaching natural pronunciation of suprasegmentals. Two types of communicative activities, e.g. accuracy-focussed and fluency-focussed ones will be presented to teach English pronunciation within a framework of teaching pronunciation as communication.

This paper has focused on discourse information during hotel-reservation. With respect to pragmatic properties, we examine various factors such as speech act markers for Commissives(sentence types etc.), speech act sequences, and so on. In the area of discourse structure, we have studied several different types of discourses and have proposed a optimal model for hotel reservation systems.

Difficulties of understanding in intercultural circumstances are often cultural as much as, or more than, linguistic in nature. Effective intercultural communication requires not only a good competence in the target culture involved but also a good awareness of the components of miscommunication in different cultural contexts. Cultural barriers to language learning are highly variable and differ across cultures. In Korean EFL context, principal elements of intercultural miscommunication or conflict involve cultural differences and presuppositions in (1) collectivistic and individualistic value dimensions, (2) high-context (nonoral) and low-context (oral) communication patterns, (3) polychronic and monochronic time patterns. In dealing with the content and approaches of intercultural communication competence in Korean EFL context, it is necessary to incorporate such target areas of intercultural miscommunication or conflict, as well as intercultural communication skills, into a cultural awareness program or training.

The main purpose of this paper is to examine the fact that phonological patterns in English are to a great extent dependent on their prosodic structure, and to scrutinize any possible relationship between the prosodic hierarchy and the degree of phonological rule applications. But the discussion here is limited only to the sub-prosodic word (i.e., Wd) in Selkirk (1984)'s prosodic categories. Thus, the main focus will be placed on the analysis of both syllable structure and foot structure in English, on the basis of which this paper will show that the level of the branching node in syllable structure plays a critical role in determining the degree of markedness according to different syllable types and further that the level of the branching node in foot structure also plays an important role in assessing the degree of aspiration, flapping and expletive infixation.

Old English shows both SOV and SVO word order types. So this study is aimed at determining whether Old English is an SOV language or SVO language. I will argue that Old English is an SOV language in terms of generality or markedness, despite the fact that Modern English, its descendant, is an SVO language.