Earticle

The purpose of this paper is to study the null subject phenomena in early child English with Schutze and Wexler's (1996) underspecification analysis. We consider some problems of their analysis. Alternatively, I present the Revised Underspecification Assumptions based on Chomsky's minimalist program.

Because the physiological basic of human being, people can recognize concept of "time" through the concept of "space". Many researches said that the perception of "space" developed before the perception of "time". That's why we can find out that in most languages the words that express "time" often evolved from the words that express "space". The space metaphor that abstract from space relation and figure out time meaning also can be found in Korean.

This study explores the steps and strategies for implementation of an immersion program through the case study of a private school in Melbourne. Survey method, observation, and interview were employed to understand the process more throughly. Four pratical steps of implementation were suggested: getting the number; sharing ideas; resources; and teacher preparation. Three strategies were also suggested: a clear vision; on-going communication; and the support system.

This paper starts with the question of why the outcome of English instruction in Korea remains unsatisfactory despite the prominent introduction of changes in English Education in the 90's. This question leads to the comparison of Baker's FLT and IP as a weak form and a strong form of education for bilingualism, respectively. On the basis of what is observed in this comparison, this paper points out that FLT is greatly responsible for the failure in most cases of English Education in other countries as well as in Korea's English Education. As an alternative to FLT, this paper aims at supporting the expansion of IP, which was originally introduced in Canada more than 40 years ago, spread to many other countries, and is being seriously taken into consideration in Korea. It will be further pointed out that some potential concerns for students' low outcome in their first language skills and content areas that may happen in the implementation of IP would be solved or at least reduced if core features of IP are well abided by as they stand.

Despite the pivotal role that collocations play in text construction, little is known about how Chinese students use collocations in their ESL compositions. This study explores the types of collocations Chinese EFL learners tend to use in their English writing, the relationships between correct colocation use and writing quality/L2 proficiency, and the problems Chinese EFL learners have in dealing with collocations in their English compositions. The analyses reveal that Chinese EFL students tend to use much more free collocations than restricted collocations in their writing. On average, students at a higher proficiency level use much more restricted collocations and commit much fewer lexical and grammatical errors than low-level students. Restricted collocations are more positively correlated with writing quality than free collocations. For Chinese EFL learners, there are both strong intralingual and interlingual interferences leading to unacceptable collocations. The paper concludes with some pedagogical implications of this study and suggestions for future research.

From a structural perspective, the notion of hierarchy plays a key role in building up the whole internal structure of a word or sentence. Hierarchical organization has to do with certain levels(e.g., word to sentence) of the linguistic structure of linguistic expressions. Along with the concept of linearity, it helps us really understand how the linguistic components are put together. With this in mind, the main purpose of the present paper is to explore the possibility that hierarchial organization is the more explanatory ways of describing the internal structure of linguistic expressions from a morph-syntactic point of view.

The modal verb [ke-yi] and [neng] are very similiar in both meaning and usage. so it's very often for foreign students to get confused or make mistake. this paper will survey the usage and difference between [ke-yi] and [neng].