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The main purpose of this paper is to look into the discourse function of conditional expressions in the forms of inversion and elliptical structure. The result leads to the fact that the speaker prefer using inversion structure: What is important is followed by background information. For example, the speaker seeks an agreement on his judgement, he uses to and ba. On the contrary, while asking the listener's intention or making any suggestion, he prefers the form of tara. Both ba and tara are preferred when the conditional forms are omitted. This study shows that the omitted conditional expressions are widely used in case there is some conflicted opinion between speaker and listener.

This main purpose of this paper is mainly concerned with the use of the suffix 的in Japanese. 406 out of 409 are used with other words and 183 out of 186 individually. Mos of them appear in the form of two-letter Chinese words. This word is used in two ways: noun and verb. The form is responsible for 69% and the latter 26%. From a chronological point of view, its meaning changes. Originally, 的(teki) has the function of 的(no). More specially, the directions of change in meaning can be described in the following: ‘~のような性質をもつ (~no y.na seishitsu o motsu), ~方面にかかわる.~についての(~h.men ni kakawaru；ni tsuiteno), ~ような.~らしい(~y.na；rash.), ~にしたがう.~かなう(~ni shitagau；kanau)’. For the future research, it is necessary to do more comparative research, for example, with Korean through the various usage in magazine, newspaper, and other major-related book

The The main purpose of this paper is to look over rhythmic awareness-raising in English education. Instead of making a theoretical approach to the understanding of rhythmic patterns, this paper emphasize that it is necessary for teachers to be aware how the rhythmic patterns works in discourse. This is because the change of rhythm has a direct influence on the pronounced change in meaning. Briefly looking over the basic rhythmic pattern in English, this paper suggests that the teachers try to raise their rhythmic awareness in teaching situations through conceptualization and visualization.

The purpose of this study is to examine the different aspects of language learning strategies used by middle school English learners and to find the relationships between middle school learners in JeJu and learners at JeJu self-governing school, male and female learners. For this study, the subjects were 135 students. Language learning strategies were measured by Strategy Inventory for Language Learning(SILL) by Oxford(1990). The evaluation and survey results were analyzed by SPSS 12 and alpha level was set at .05 for all the analyses. The major findings of the current study were as follows: First, all learners used compensation strategies very often but cognitive strategies were used infrequently. Second, while middle school students in JeJu used metacognitive strategies more o ten than affective strategies, students at JeJu self-governing school used affective strategies more often than metacognitive strategies. Third, while male students used metacognitive strategies more often than affective strategies, female students used affective strategies more often than metacognitive strategies. Statistically, however, the survey results do not show noticeable differences in the strategies use. Beyond statistical results of the study, it implies the importance of English teachers' awareness on their roles which has been significantly changed into greater roles including helpers, facilitator, guide, consultant, adviser, coordinator, idea person, diagnostician, and co-communicator to encourage learners to be self-directed L2 users and help learners become more independent in both formal and informal education settings. We need to continue to investigate the strategy uses with a various factors which affect learners.

This paper examines ~でございます(de gozaimasu), one of the honorific expressions in terms of its use and interpretation. In addition, the examination is expected to provide some idea how this expression is used in educational environment. Three textbooks are examined. It is found that there might be some confusion between honorific expressions and humble expressions in expository examples. For the proper interpretation, the following suggestion is made. Hearer or a third person-oriented sentence, '~de irasshaimasu(ka)?': ~이시지요(질문) ~이십니다(까?) in Korean. Speaker-oriented sentence, '~de gozaimasu(ka)?': ~이시지요(확인), ~이옵니다(까?) in Korean. It might be interesting to look over how this expression is used in hotel or formal situations. Based on the real data

Stephen Krashen, as a linguist as well as an educational researcher, is well known for his great devotion to the fields of second language acquisition and reading. Krashen has contributed extensively to the field of second language acquisition, introducing various influential concepts and terms in second language acquisition, such as acquisition- learning distinction, Natural Approach, Monitor Model, comprehensible input, and Affective Filter (Krashen, 1981, 1982, 1985; Krashen & Terrell, 1998). In addition, Krashen (1993, 1995, 1996, 2003) has recently devoted himself to research on free voluntary reading as an approach to children’s literacy development In this paper, I will briefly sketch Krashen's biographic information and examine his contributions to the fields of second language acquisition and free voluntary reading as an approach to children’s literacy development, as well as some controversies surrounding his work. Finally, I will discuss some implications for second language teaching and further research based on the strengths and weaknesses of Krashen’s work.