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Kim, Sung-ok. 2012. A Study on English to Korean Translation Based on Rhetorical Structure Theory. Journal of Linguistic Studies 17(3), 1-24. The purpose of this paper is to show that translating involves conveying not only vocabularies or thematic progression in the source text but its hierarchical structure connected through implicit relations termed relational propositions. Based on Rhetorical Structure Theory (henceforth RST), which addresses text organization by means of relational propositions, and explains coherence by a hierarchical structure of texts, this paper analyzes and compares the rhetorical structures of both English texts and their Korean translations in order to discuss incoherence in the target texts. (Daegu University of Foreign Studies)

Kim, Woo-Young. 2012. A Study of Teacher Feedback Types on English Writing among Korean Students. Journal of Linguistic Studies 17(3), 25-44. The purpose of this study is to recognize the necessity of English writing with the development of information communication, and to search for the effective feedback for English writing instruction. This study was implemented with 82 high school students and those students were redistributed into four groups: control group given no feedback, form-based feedback group, meaning-based feedback group, and integrative feedback group. Each group were assigned with a different writing homework every week for 5 weeks. Each group was provided with a different type of writing feedback. At the end of the period, each group's first and last submitted writing compositions were evaluated with analytic assessment method, and the improved scores were statistically analyzed by ANCOVA. The results show that there was a significant difference mostly in meaning-based feedback group, in which the lower level students showed the most noticeable improvement and the high level students drew a small score increase. This study proposes that teachers should instruct English writing by using meaning-focused feedback to help students perform communicative conveys. Also, teachers should use a purposeful feedback with the consideration of the students' level. (Hansei University)

Lee, Hyungu. 2012. A study of university students' awareness of practical English teaching by native English instructors. Journal of Linguistic Studies, 17(3), 45-68. The purpose of this study is to examine university students' awareness of practical English teaching by native English instructors and to propound an appropriate method to develop a necessary qualification for native English instructors for effective English teaching. A total of 159 university students participated in this study and a questionnaire with 19 items was administered to the students. The questionnaire consists of the English learning environments for learners, the needs for practical English education, and the awareness of practical English teaching by native English instructors. The findings are as follows; 1) the purpose of students' learning practical English is to get a good job 2) English speaking and grammar are regarded as most difficult skills to acquire 3) the native English instructors' ability to speak students' native language is highly demanded. Based on the findings, some pedagogical suggestions are made for improvement on an efficient practical English teaching at university level. (Korea Nazarene University)

Sook Kyung Jung. 2012. A study on the phone English and its effect on promoting English speaking fluency. Journal of Linguistic Studies 17(3), 69-88. The purpose of the study was to measure the effect of phone English conversation through smart phones by investigate the process of three month phone English class. 14 college university students participated in the research. Students learning styles and attitudes towards the phone English were explored. According to main research results. students predominantly preferred phone English class over face-to-face English class due to its availability regardless of time and space, one to one teaching style, and the amount of teachers’ corrective feedback. The t-test result of pre and post online speaking test revealed that phone English class has contributed to improving the students' speaking ability. In spite of students' predominant use of smart phones for phone English, most students are not used to utilizing the internet functions of smart phones for learning purpose. (Daejeon University)

Rodriguez, Arturo. 2012. Bilingual Education, Jim Cummins and the Possibility for Change. Journal of Linguistic Studies 17(3), 89-107. In this essay I provide a brief review analysis and critique of Bilingual Education in the US and the related theories of Professor James Cummins with analyses of his work, including commentary related to possibilities for change in Bilingual Education practice and theory. I begin with a short vignette, personal experience learning to speak English in the United States. The vignette situates readers in language instruction and socio/cultural-political issues that affect children in US public schools, it provides a basis for a personal analysis of James Cummins’ theories related to bilingual education, BICS and CALP constructs, and critiques posed by Edelsky et al (1983), Martin Jones and Romaine (1986) and MacSwan (2000). Further, I discuss the critiques of Cummins’ work and my understanding of their relationship to bilingual education theory and bilingual students’ language and literacy experiences; the sociocultural, psycholinguistic and political influences of language and literacy acquisition in US public schools. (Boise State University)

Hong, Young-Suk. 2012. An Effective Peer Grouping in SLL Drawn on Vygotskian Perspective of Peer Interaction. Journal of Linguistic Studies 17(3), 109-126. This paper examines the effects of peer interaction on children’s development, specifically on second language learning in elementary school settings through a literature review. There is a problem to hinder peer interaction in choosing partner, caused by language ability and socio- economic differences. This paper proposes a solution for the problem of active peer interaction during EFL (English as a Foreign Language) classes by investigating the effective ways of group making. I draw on the Vygotskian concept of peer interaction stated as ‘collaboration with more capable peers’ for providing some implications in making groups in the classroom examining several study results. I suggest that teachers should pay more attention to the affective factors such as motivation, emotion, and involvement when they make up peer grouping for activating peer interaction on children’s language learning. I look to Vygotsky not only for the theoretical framework through which to examine these affective factors, but also as a model for teachers who instill confidence in their students by offering caring support. (Jungwon University)

Steiner, Stan. 2012. Thinking About Literacy in a Time of Transition. Journal of Linguistic Studies 17(3), 127-162. Literacy has been defined as reading, writing, listening, speaking, and viewing. Each area is complex in their own way, but surely reading is central to all subject disciplines. As we have come to understand learning to read and write, we know that both are complex and involve a developmental process for learners. While reading and writing share a symbiotic relationship so does listening and speaking. Viewing too has expanded beyond television media into the ever present state of advancing technology. In order for students to do well in their literacy development, adults have to understand the tremendous influence they have on the lives of children through role modeling, providing access to print, exploring the environment, and creating hands on experiences. Adults are also key to providing opportunities for children to interact, learn from each other, and share their understanding with adults. Encouraging questions through inquiry learning, and expression through multiple mediums, are necessary for literacy development among youth. In this manuscript, readers will find thoughts and ideas of how this all makes sense in a time of change. (Boise State University)

Aoki, Sayaka. 2012. A research on the refusal expressions by a Korean native speaker –intended for the twenties and thirties-. Journal of Linguistic Studies 17(3), 163-180. This paper analyzes characteristics of the refusal expressions by a Korean native speaker in their sentence structures. The analysis focuses on the differences between the twenties and thirties or the 「UCHISOTO」. As a result, the following three characteristics are obtained. First, the sentence structure is characterized by the 「C:apology」 + 「D:excuse/reason」for the twenties and thirties, irrespective of the 「UCHISOTO」s. Secondly, the differences between the twenties and thirties are the number of semantic formulas. The thirties use the larger number or the longer length of semantic formulas than the twenties. Thirdly, the 「UCHI」 tend to frequently use the「A:direct refusal」, while 「C:apology」and 「D:excuse/reason」are substantially used by the 「SOTO」. (Kyungil University)

Shinji Banno. 2012. A study of translation from Korean word "festival" into Japanese. Journal of Linguistic Studies. 17(3), 181-194. The purpose of this paper is to study the usage of Japanese vocabulary which is similar to "festival". ① When it expresses a festival, "Matsuri(祭り)" is generally suitable. "Shukusai(祝祭)" and "Saiten(祭典)" is appropriate when it is unrelated to religion. "Sairei(祭礼)" is appropriate when it relates to religion. ② "Saiten(祭典)" is appropriate for abstract expression. "Shukusai(祝祭)" is used when it includes congratulations. ③ "Shukusai(祝祭)" and "Matsuri(祭り)" is used, when it modifies a noun with an abstract meaning. ④ In the case of religious rituals, "Saishi(祭祀)" is used. (Jeju National University)