Earticle

It seems that mother tongue have some significant influence on second language acquisition. It is called language transfer which covers language form, meaning and culture in second language acquisition. Instead of looking at language transer just as the influence of mother tongue, the present paper argues that second language acquisition is mainly influenced by several factors such as cognitive ability, learning strategies or training process. For this, the present study compare Korean speakers and English speakers who are learning Chinese.

The main purpose of this study was to find out the patterns of English teachers' interlanguage in their speech using the form called non-target-like form (NTF). One of the English speaking exams, SMU-Multimedia Assisted Test of English(SMUMATE), was used to collect their speech samples. The NTF means the form which has both characteristics of errors and mistakes. There were 262 NTFs in the English speaking exam. These were analyzed by sources, types, forms and tasks.

Ending particles in Japanese play an important function in that they are used to express the speaker's attitude towards the hearer. Japanese is rich in its interpersonal functions compared to other languages. The final decision what kind of particles are used depends on how the hearer responds to the speakers or what would the speaker's intended meaning. Eng particles are typically used to reflect the psychological effect in language use. ねand よamong end particles serve the function of modality which has something to do with the speaker's subjective feeling towards the hear. To put it differently, the presence of ねand よhas no direct influence on the propositional meaning, but it is important in the flow of discourse function.

Although there has been much research on L2 speech acts, it is still not clear whether the difference in the degree of directness of requests between L2 learners and native speakers should be interpreted from the universal perspective or the language-specific perspective. This study investigates pragmatic competence of Korean EFL learners in terms of linguistic politeness in requests compared to native speakers of English and Korean. A Discourse Completion Task, which consisted of 12 requesting situations and other 8 distracters, was designed and given to 20 Korean EFL learners as a participant group, and 20 native speakers of English and 20 native speakers of Korean as control groups, to elicit the request forms which the participants were likely to use inreal situations. It was assumed that the universal perspective would be supported ifthe Korean EFL learners express linguistic politeness of requests in a similar way the native English speakers do, while the language-specific perspective would be supported for the opposite situation.

The purpose of this paper is to compare learning styles of foreign and second language learners, and to discuss teaching styles of English teachers in ESL and EFL settings, on the basis of classroom observation and questionnaire surveys, and to suggest effective techniques for adjusting teaching styles in EFL classrooms. The result of analyzing classroom and questionnaire showed that ESL students were sensing, visual, active and global learners, but that sequential and active learners were found in EFL course. In addition, ESL teacher had a tendency for formal authority and personal models, while the EFl teacher showed some characteristics of an expert model. In this situation, it is more desirable for ESL/EFl teachers to strive for a balance of teaching styles to match various learning styles. They should introduce a variety of classroom activities within a framework of learnerdirected communicative approaches to language teaching with special reference to cooperative or participatory language teaching.

Providing authentic context in English conversation class is a precondition for effective language teaching and learning especially when communicative competence is emphasized. In this paper, contexts in listening and speaking activities in an English conversation textbook are examined in terms of how they are realized and to what degree the activities are contextualized and personalized to enhance learners' English communicative competence. First, I will explore the concept of context. Second, contexts in the book will be introduced and examined. Lastly, I will introduce Hymes' (1962b) SPEAKING framework as useful tools in creating contexts in language classrooms activities.

Different countries have their own language and they use them to describe the things of the world. The present paper compares the ways how words are formed in comparison of the basic terms for colors in Chinese and Korea. Especially, this paper tries to show some similarities and differences in word coinage between two languages. In addition, it discusses the main reasons why there exists such difference in two different cultures.

This paper applies on the communicative approach which is mentioned by Alexander in his speech (that is functional notional approach), and based on the current situation in teaching Chinese as a Foreign Language in China. The writer tries to discuss on the skills of teaching Chinese and how to improve the interest of the foreign students in order to make some suggestions on the current Chinese teaching.

Non-Chinese students who are learning old Chinese are faced with a great deal of difficulties. This paper focuses on Kokeumyeongye, to interpret the old document from a present perspective. That is, it is a try to transform the old Chinese words into the modern Chinese ones which are publically understandable among foreign learners. Therefore, this paper shows some better ways in which foreign learners can more easily learn old Chinese vocabulary through the modern Chinese language.