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This paper attempts to examine the division of lexical items in the Jeju dialect and produce the linguistic maps on the Jeju dialect lexical items corresponding to each of Korean standard 'maemi' (=cicada), 'olchaengi' (=tadpole), 'sora' (= turban shell) and 'muneo' (=octopus). The Jeju dialect lexical item equivalent to Korean standard 'maemi' (=cicada) is divided into three forms; 'jae' type (Jocheon-eup and Gujwa-eup), 'potjari' type (Seongsan-eup, Pyoseon-eup and Namwon-eup) and 'jaeyeol' type (other areas in the Jeju island). There are four Jeju dialect forms of 'olchaengi' (=tadpole) found across the Jeju island; 'Menjugi' (Jeju city, Aewol-eup, Hallim-eup, Hangyeong-myeon, Daejeong-eup, Andeong-myeon and Seogwipo city), 'olchaengi' (Jocheoneup, Gujwa-eup and Udo), 'gengberu' (Seonheul in Gujwa-eup and Namwon-eup) and 'gonori' (Pyoseon-myeon). We can find two types of lexical items in the Jeju dialect signifying 'sora' (=turban shell); 'gujenggi' (most areas in Aewol-eup, Hallim-eup, Hangyeong-myeon, Daejeong-eup, and Andeong-myeon) and 'gujegi' (the other areas excluding those parts located in the west of the jeju island). The Jeju dialect has used two different lexical forms equivalent to Korean standard 'muneo' (=octopus); 'mungge' (Eastern parts of Jeju city, Jocheon-eup, Gujwa-eup, Seongsan-eup, Pyoseon-eup and some parts in Namwon-eup) and 'mulkkureok' (the other areas excluding those parts located in the east of the Jeju island).

在汉语教学过程中对词类教学的需要方面议论纷纷。有的甚至主张汉语的词类境界有所模糊，汉语只要搞清楚其意思则可。不过随着汉语水平的提高其词类境界对说和写汉语方面有所阻碍。若搞不清楚其词类就写出错误的文章，会说出不三不四的文章。对此本论文收集学生因搞不清楚词类而写出来的错误文章,并分析了词类教学方面我们要投入什么，也对比了在韩国和美国使用的教材。

The purpose of this paper is to reveal that ‘Gyemye’ in the Jeju dialect is also used as a discourse marker like ‘Guelsse’ in the Jeju dialect. ‘Gyemye’ is used in the utterances calling for respondent's opinions to speaker's request, order and suggestion. It is a discourse marker to indirectly express respondent's intention like lack of information, uncertainty, hiding of feelings, agreement and refusal as to speaker's any statement. ‘Gyemye’ in the Jeju dialect, which is uttered solely in the initial position of a sentence, is combined with the impolite affix ‘i’ and ‘Ge’ or honorific affix ‘yang’/‘ye’, and ‘masseum’ to emphasize its meanings.

This paper deals with reviews of three articles, which are related to age, L1 influence and motivation in second language learning. The three factors are regarded as important elements in second language learning achievement. The selected articles are: Recent research on age, second language acquisition, and early foreign language learning by Nikolov, M. and Djigunovic, J. M. (2006), Harbinglish: L1 influence on the learning of English by high school students in Harbin, China by Hu, Y. and Bodomo, A. B. (2009), and The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan by Cheng, H.-F., and Dornyei, Z. (2007). This paper is composed of the summary, weaknesses and strengths of the three articles, their influence on English teaching method, the correlations between their main points and my teaching context, and further research. The purpose of this paper is to suggest how to critically review articles.

The goal of this paper is to provide an account for the assimilation processes in English. To be specific, this paper attempts to explain the different application modes of assimilation in English within the framework of Optimality Theory and discusses the direction of assimilation. Assimilation in English can be divided into voicing assimilation and place assimilation. These two kinds of the assimilation processes show different applicability in level 1 and level 2. For instance, nasal place assimilation applies when level 1 affixes are attached to the stem. However, this rule does not apply when level 2 affixes are added. In the case of voicing assimilation, the sound in the stem changes in level 1, while the sound in the affix changes in level 2. This paper provides an account for the different application modes of assimilation in level 1 and level 2 with the slightly modified version of constraint IDWD proposed in Borowsky (2000). In addition, the explanation of the direction of assimilation is provided in terms of perception and psychological prominence.

With the courtroom examination taking center stage in the Korean criminal court procedure, a development which is believed to enhance transparency and fairness in court system, a discourse- based study can provide information on the discursive and professional practices of legal professionals. Drawing on the discourse of criminal courtroom interactions in Korea, this paper examines the phenomenon of trial judges’ interruption and its various functions in courtroom trials. Interruptions can be largely divided into cooperative interruption and non-cooperative interruption, but a closer look reveals that judges’ interruption during courtroom proceedings can be seen as part of collaboration and confrontation in the judge’s fact-finding activities, and it demonstrates the judges’ active role in conducting courtroom trials in an efficient and fair way.

The activity of correction is prevalent and important in the context of language teaching and learning since the correction is closely related to the work of teaching. This paper explores correction sequences in a pedagogical context to examine how the teachers design their correction relevant turns. In the activity of correction, two distinct actions are involved: locating an error and replacing the error with what is correct. Using conversation analytic framework, it is observed that the teachers in the study use linguistic resources when locating errors, and this task can be accomplished successfully when the interlocutors work together and build common understanding on what the "matter-of-focus" (Brouwer, 2004) is in ongoing conversation. In doing to correcting, the teachers use several strategies to make the correction less-face-threatening and less salient so that the other purpose of the talk, teaching, can be focused.

The main purpose of this paper is to explain Korean final sentence ending in terms of information structure. Based on Lee's(1991) argument, this paper focuses on the functional understanding of modal suffixes. Traditionally, the category of modals do not represent all the different attitudes of a speaker toward the proposition and the hearer. Instead, it is known to fulfill two functions: mood and speech register and group according to different moods. With this in mind, the present study tries to show that information status coded by the ending suffixes should be distinguished from the status of modality. In analyzing the ending suffixes, the informational functions should be regarded as a basis for further understanding of modality.

The present study is to examine the nature of morpho-syntactic characteristics of code-switching in K-Pop lyrics and its intelligibility. For this purpose, this study adopts the Matrix Language Frame model (MLF model) to analyze specific switches between the English and Korean language. The qualitative analysis of code switching found in CPs (Projection of Complimentizer: a unit of analysis) shows the use of nativized English affecting the intelligibility of lyrics. The results of analysis also indicate that the MLF model and its two principals, the System Morpheme principal and the Morpheme Order principal, account for the code-switching in K-pop lyrics. Moreover, the switches display the development of nativized variety of English in Korean society.