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Kim, Jong-kuk. 2013. An Investigation into Korean English Learners' Spoken Vocabulary Use in a Speaking Test. Journal of Linguistic Studies 18(2), 1-20. Despite the importance of spoken vocabulary use to improve spoken skills, little has been conducted to describe spoken features of Korean learners in a testing context. The purpose of this study is to investigate spoken vocabulary use of Korean learners and find out how far they deviate from native speaker norms. For this purpose, 40 Korean college students' spoken interaction data are transcribed and analysed. Using Wordsmith tool with 17,436 words, frequent single-word category and frequent multi-word clusters are compared with the spoken British National Corpus. Frequency analysis revealed that among 56 lexical items investigated, 34 items were underused and 17 items are not represented in Korean Learner's Corpus. It is evident that Korean learners used limited varieties and range in those spoken vocabulary uses. It was argued that, if any speaking test intends to reflect target language use and have a positive impact on the test-related learning, the spoken features of elicited test samples can be meaningful evidence to question the construct and consequential test validity. (Jangan University)

Kim, Chonghoon. 2013. Practicum Experiences of Pre-service English Teachers: The Gap Between their Beliefs and Practices. Journal of Linguistic Studies 18(1), 21-44. The purpose of this research is to investigate how pre-service English teachers' beliefs about teaching English are translated into the classroom practices during their teaching practice, and how prior experiences as learners of English relate to classroom during the practicum. Thirteen pre-service English teachers in A university were interviewed right after the 5-week practicum. Classroom observations of two pre-service English teachers were also conducted, with their teaching plan of the practicum analyzed. The findings indicated that what they believe about teaching English generally corresponds with what they do in the classroom, but that the two does not always coincide. Contextual factors such as time constraints, college entrance exam, including students' low English proficiency and lack of student understanding and motivation were shown to create the gap between pre-service teachers' beliefs and practices. Their classroom behaviors and instructional decisions during the practicum were found to be generated based on their own prior experiences as English learners. (Jeju National University)

Sa, Wi Guk & Lee, Woo-Cheol. 2013. 漢語能願動詞和可能補語的能性表現研究. Journal of Linguistic Studies 18(2), 45-68. 漢語中表示可能性的用法有兩種，一種是‘能願動詞+動詞’，一種是可能補語（這裏我們將分析‘V得C/V不C’，‘V得了/V不了’，‘V得/V不得’）。兩種可能式的結構不同，其語用意義也不同。它們有不同的主題和話題。說話人在一定的會話環境下選擇不同的可能式，代表著不同的語義重心和語義焦點。兩種結構都表示可能性，所以在一定的語義條件下，也可以互換，但能願動詞肯定，否定語義的不對稱性，可能補語肯定，否定語義的不對稱性都影響著兩種可能式進一步的互換關系。兩種可能式的結構不同，那麼語義關系也可能不同，從而決定了其語用上也存在著不同的制約條件。雖然兩種可能性的用法在句法，語義和語用方面都存在著差異，但在一定條件下，兩種用法可以同現連用。一種是 ‘能+可能補語’，這時‘能’起著強調整個可能補語結構的作用；一種是‘能+動詞’和可能補語（主要是否定式）同現於同一個文章的前後兩個小句中，這時前後兩句通過肯定與否定的對比用法更加凸顯了句子的可能語感。(Kyungpook National University)

Choi, Geum-Sil & Oh, Hyun-Ju. 2013. Research Trends at Mandarin Language Culture Teaching in Korea during 20 years after Establishing Diplometic Relations with China. Journal of Linguistic Studies 18(2), 69-86. 第二語言教學曆來重視文化教育，韓國國內的漢語教學也不例外。本文考察、梳理了韓中建交以來、韓國國內漢語文化教學的研究趨勢和相關研究成果。本文搜集了過去二十年、在學術期刊上發表的漢語文化教學論文37篇。將這37篇論文按發表年度和研究方法、研究主題進行了分析。關於研究主題，又從教學內容、普通教學、教學方案、教學課程、教材、學習者等六個方面進行了探討。最後，提出了漢語文化教學研究的不足和今後的研究方向，並建議構建《漢語文化教育論》的學術框架。 (Pusan National University & University Of Ulsan)

Han, Seung-Wu. 2013. A study on the correlation between demonstrative ｢ano｣ and ｢wa/ga｣ in japanese. Journal of Linguistic Studies 18(2), 87-100. 今まで松下大三朗(1930), 三上(1953）、久野暲(1973)、庵(1997）などの先行研究では、日本語の助詞｢は｣と｢が｣の区分をそれぞれ｢旧情報｣と｢新情報｣と述べている。しかし、筆者は｢旧情報｣と｢新情報｣に区分するより｢は｣は｢情報共有｣、｢が｣は｢意外性｣をもつことを主張したい。このような主張をもとにして｢あの｣が日本語助詞｢は｣と｢が｣がどのように選択されるかについての考察をしてみよう。久野（1973）は文脈指示の｢ア｣の出現を規定する原理は、次のとおりに述べている。｢代名詞が現実の世界における指示対象を話し手と聞き手の両方よく知っている場合にのみ使用される｣と述べている。つまり、｢あの｣が使用される場合は、話し手と聞き手の両方に精通し、名詞句を構成する際に日本語の助詞｢は｣は｢が｣を選択するコンテキストでは、松下大三朗(1930)、三上（1953）、久野（1973）、庵（1997）などが記述される旧情報である｢は｣を選択しなければならない一つの新情報である｢が｣が選択されている場合もある。以上のようなことで日本語の助詞｢は｣と｢が｣は、単に新情報と旧情報に分けるのではなく｢は｣は｢情報共有｣、｢が｣は｢意外性｣をもつと考えて、本研究を進めていきたい。(Daelim University)

Byun, Gil-Ja. 2013. The Importance of Motivation in Second Language Learning Achievement. Journal of Linguistic Studies 18(2), 101-122. Along with the influence of motivation in Second Language Learning (SLL) achievement, this study investigates what types of motivation are more powerful in SLL, and whether some factors including learning environment, teachers’ attitude and self-confidence affect motivation or not through a one-on-one interview with one participant. The result of the interview shows that instrumental motivation is stronger in SLL achievement than integrative motivation, and attribution theory and self-confidence theory are workable in SLL. This study suggests important pedagogical implications in relation to factors affecting student motivation such as the importance of the learning environment and teachers’ detailed feedback tailored to students’ needs and levels. (Macquarie Univertsity)

Kim, Min-young. 2013. An Investigation into Elementary Students' Features Connected with English Speaking Anxiety. Journal of Linguistic Studies 18(2), 123-145. Students who are learning a second language experience a certain amount of anxiety when speaking the second language. This study proposes to investigate the level of anxiety students in the 4th and 6th grades of elementary school feel while speaking and learning English as a foreign language. A modified version of the FLCAS study developed by Horowitz was used to collect the data. A questionnaire of 28 questions was given to the students to complete. The questionnaire consisted of 10 questions related to the students' features and the other 18 questions to measure the students anxiety when speaking English. The questionnaire results were analyzed using a statistical programme. It is clear that students do suffer from anxiety when speaking in English. However, the level of anxiety differs based on previous or extra-curricular English studies. Another important factor which influences anxiety levels is the motivation the students have to learn English. The two main types namely, 'want to-integrative motivation' and 'have to-instrumental motivation' play a significant role in reducing the level of anxiety the students experience when speaking English. (Gwang-ryeong Elementary School)