Earticle

The purpose of this paper is to study the sound symbolism of English stop consonants ( /p/, /t/, /k/ ) based on the hypothesis that language contains many sound-symbolic elements. For the sake of this purpose, this study shows the evidence that there is a sound symbolism of "smallness" in the English stop consonants through the analysis of many words(especially, one-syllable ones) and finally shows that there are additional ways using the feature [+voiced], the segments [s-], [i], [-le] to symbolize the same meaning in spite of the fact that there must be different linguistic and psycho-cultural points of view in making the mental image of "smallness". Though the current study of sound symbolism contains many inherent problems, it could make a contribution to the English education when we build a more systematic model of sound symbolism.

This paper aims at researching and analyzing the names of restaurants based on the place names in Jeju province. Instead of covering the whole area of Jeju, this paper referred to the place name-based names of restaurants from the yellow pages of 2005-2006 telephone directory. They include 441 names from Jeju, 165 names from other areas, and 40 names from abroad, giving 646 names of restaurants in all. With these names of restaurants, the discussion is twofold: whether or not the names of restaurants are identical to those of places, and whether the restaurants are in the referent places or in other places.

This paper aims at examining the major reasons for the failure of Korean English Education and suggesting a radical change from a traditional grammar-oriented English teaching to an immersion program initially introduced in Canada and spread to other areas of the world. In doing this, first of all, it will be pointed out that as long as English Education remains a form of "mainstream with foreign language teaching," there would be little chance of entering the "outer circle" in Crystal's sense. As an alternative to this, an immersion program will strongly be recommended to be implemented within the Korean context of English Education despite some apparent concerns related to it.

The contrastive analysis hypothesis, deeply rooted in the behavioristic psychology and structural linguistics, claimed that the principal barriers to L2 acquisition is the interference of L1 with L2, and that a scientific and structural analysis of the two languages would yield a taxonomy of contrasts which would enable the linguists to predict the difficulties a learner would encounter. In this respect, the study compares Korean and English principally on a syntactic level in order to help the Koreans learning English understand the contrasts between them, after classifying the languages of the world as a basis of comparing the two languages.

Through an examination of discourse markers, this paper explores how these linguistic devices function in non-native English learning. Discourse markers, although similar to the various cohesive devices, given that they play a main function in the interactional aspects of grammar, deserve our attention in English learning. By doing some experimental research, the present study aims to investigate the relationship between the frequency of discourse markers and the proficiency levels of English learners. More specifically, the present study has the following purposes: 1)answering a question whether fluent spoken ability can be related to the increasing use of discourse markers; 2) identifying the types of discourse markers at the different proficiency levels; 3) establishing a co-relation between the use of discourse markers and non-native proficiency of English. It is expected that this study will make contribution in raising the awareness of what roles discourse markers(pragmatically) serve in the developmental stage of English ability.

It has been pointed out as a problem that the teaching of phonetics has not been fully conducted in Japanese education. In this dissertation, we will first study the actual state of phonetics education, and then we will study the function and requirements of accent in Japanese education. Finally, future recommendations will be presented.