Earticle

The Japanese conditional expressions 「to」-form and「ba」-form have been considered one of the important research questions and many researchers' focus goes on to their logical induction. The main purpose of the present study is to look into the basic semantics of「to」and「ba」. As Toyota (1985) shows, these two forms are very difficult for foreign learners to master in Japanese learning. Even native Japanese sometimes get confused in making a clear distinction between the two forms. The present paper examines the basic meanings of these two forms and their use in context.

This paper is to examine the relation between Japanese「prebase+teki」and Korean 「prebase+jeok」 found in translation. The two types of Japanese「prebase+teki」are identified: One case is not usually translated into Korean「prebase+jeok」, while the other case, the Japanese non-form of 「prebase+teki」, is translated into Korean 「prebase+jeok」. Japanese「prebase+teki」is translated into Korean 「prebase +jeok」when it has the same form as its corresponding Chinese character. The case of Japanese「prebase+teki」, which is not directly translated into Korean 「prebase+jeok 」, appears in several different forms: only pre-base form, Korean prebase + non-jeok, and the ellipsis of Japanese prebase+jeok. The case in which Japanese is translated into prebase+jeok in Korean though Japanese does not have any corresponding form of prebase+jeok includes the following: Chinese character translated into 「teki」in Korean, the original Japanese into 「teki」in Korean, the foreign language into 「teki」in Korean, the bybrid form of language into 「teki」in Korean. The other cases such as modifications, compounds adjectival verbㄴ, Japanese original words, foreign adjectival verbs, 「Chinese character+original Japanese」, 「original Japanese+Chinese character」turn into 「teki」in Japanese-Korean translation. 「teki」is also used for emphasis, and contextual comparison

This study tries to show cultural contents which should be taught in the English classroom with the assumption that language is the primary medium for transmitting a culture's beliefs, values, norms and world view among its speakers. Based on Stewart and Benett (1991) who distinguished between "objective culture"(Culture with a capital C) and "subjective culture" (culture with a small c), this study suggested cultural contents which can be used in the English classroom from the perspectives of "objective culture" and "subjective culture."

This case study is done to test the effectiveness of web-based instruction as a way to enhance learner-centered learning. A seven-month experiment has been done with 185 third-grade students of an elementary school. By grouping the subjects into Group A and Group B and assigning different programs to each group, we compared the two groups to see which group has shown more positive response with respect to the development of self-study. Group A is assigned to make use of internet programs while Group B is assigned to watch EBS-e programs. This study shows that interactive internet programs can in effect motivate learners to improve their ability of self-directed learning. That is, the interactive web-based instruction plays a role of scaffolding and brings out a positive effect on the development of the students' ability of self-directed learning.

Previous researches show that English native speakers have developmental patterns in the course of learning about the wh-questions and so this study intends to check if it is also applicable to Korean English learners. A survey is conducted on two groups: one is composed of all the students and another is on the upper thirty percent of the group only. The frequency distribution of wh-questions in eight different textbooks used for the ninth grade English classes is analyzed to find the efficiency of the English education. The survey results argue that the level of comprehension in wh-questions of the whole group is similar to the result of previous research while that of the upper thirty percent is not. However, the level of comprehension for ‘which’ is very low for both. Based on this result, it is recommended that English textbooks used in Korean high schools be revised according to the developmental patterns of English native speakers about the Wh-questions.

This study attempts to clarify the notion of grammar and grammatical ability for English teachers who are teaching and assessing L2 English learners within various models of communicative competence. Next, the mainstream issues in teaching grammar are reviewed with regard to L2 English education. Lastly, learning-oriented assessment of grammatical ability is introduced and discussed, in the same line with Purpura (2004).

This study examines English Subject-Verb Inversion (SVI) which is a marked linguistic phenomenon that has been drawing great interests from a lot of linguists. A lot of research has mainly focused on one aspect of Subject-Verb Inversion such as syntax or pragmatics. However, language is a complex system which involves interplay of various linguistic factors. Hence, in this paper, we tried to provide holistic view of SVI focusing on its constraints and triggers. First of all, SVI takes place with very limited linguistic environment: syntactically, only with intransitive verbs and semantically and pragmatically, main verbs are informationally light (i.e. contains no important information). Along with these constraints, there are also triggers for SVI. Syntactic trigger is heavy NP, phonological trigger is rhythm and pragmatic triggers are Communication and Stylistic Force. Implications for teaching constraints and triggers are also discussed.

Inanimate subjects are rare in Korean in comparison to English. This paper aims to explore how to treat the inanimate subject of an English sentence when translated into Korean. Inanimate arguments that function as subjects in English take different grammatical roles in Korean translation depending on their thematic roles. Which arguments surface as the subject in translated Korean sentences, to some degree, sticks to thematic hierarchies proposed by Fillmore and Givon. The higher argument on the hierarchy is more likely to become the subject of translated Korean sentences, regardless of their grammatical roles in source sentences in English.

The purpose of this study is to see the nature of tense and its projection in Korean with an introduction of Bos.kovic's (2010) idea. Bos.kovic?captures the parallelism between TP/NTP (Non-Tense Phrase) and DP/NP arguing that poor TP correlates with poor DP. We will first show that tense (which comprises Agr) in Korean is not strong enough to form an independent category TP. For this argument we will illustrate that tense does not provide an obligatory Spec position, which is well supported by free extraction of NP or Wh-subject. Neither does tense in Korean play any significant role in nominative case assignment. In addition to these two cases mentioned in Bos.kovic?(2008, 2010), we will look into other characteristics of tense to encourage the idea of no independent categorial projection of tense. Finally, we explore Bos.kovic's generalization on NPs in Korean. It will be shown that his discussion does not hold true in Korean NPs and calls for verification against more constructions in Korean.