Earticle

作者對於朝鮮學者茶山丁若鏞的<送浮屠海鎰遊嶺南序>一文進行考證分析, 指出現 在出版的書籍中的一些錯字。同時作者考證了文中出現的“䖃甚”一詞, 指出原有翻 譯將它解釋成僧人名字是錯誤的。從茶山引用並改寫朱子的故事可知該詞是來自 “藞苴”, 是禪宗僧人常用的詞語。

The majority of college-English textbooks used in Korean universities are imported from the foreign countries. Thus, it is probable that the textbooks are not suitable for the Korean students studying in college. This research explores how newly-made English textbook made by native speakers of English who teach English in Korea is different from imported textbooks. For this purpose, 'Annyeong English' book is evaluated and compared with imported textbooks according to the McDonough and Shaw's evaluation sheet. Next, the contents of 'Annyeong English' are analyzed, and the interview with the authors was implemented to see their intention. Finally, students' reponses were analyzed through the questionnaire. The results of this study show that 'Annyeong English' reflects Korean students' characteristics and context, but there were some demerits in external points compared to imported textbooks. (Korea Nazarene University)

The legitimacy of Universal Grammar, in particular, Language Acquisition Device (LAD; Chomsky, 1984, 1995, 2000, 2004), has been widely argued for from both the conceptual and empirical perspective. This paper is to provide an empirical support for LAD in light of the neurolinguistic aspect by looking into the experiments conducted in Petitto(2000, 2002, 2003, 2004) and reinterpreting the experiment results. In particular, this paper articulates the substantial similarities between oral language and hand (sign) language such that LAD is argued for as a legitimate abstract concept to unveil the common ground for such similarities. Accordingly, it is the presence of LAD that makes human language differ from communication systems of animals. (Hankyong National University)

This experimental study aims to investigate the effects of dialogue journal writing on Korean elementary school students' English writing as well as on their motivation and interest toward English writing. To accomplish the objectives, dialogue journal writing had been applied to twenty-seven 6th grade elementary school students over an 11 week period. The changes in the participants' writing ability were investigated by comparing the test scores before and after the experiment. Field notes were kept to find out the factors to be considered to better apply the dialog journal activity. Questionnaires and interviews were also used to learn whether the activity brought changes in their interest and motivation in learning English. The results of this study show that dialogue journal writing affected the quantitative improvement of English writing. The holistic evaluation of students' writings also proved that dialogue journal writing affected the qualitative improvement of English writing. In addition, the dialogue journal writing had a positive effect on the students' motivation and interest in English writing. Moreover, the relationship between the teacher and students has improved through dialogue journal writing. (Gyeongsang National University)

Human communication is considerably more complex than the common sense view would suggest. Sending and receiving messages involves much more than encoding and decoding themselves. Among many things, the understanding of emphatic expressions depends on the communicative interactions between speakers and listeners. Traditionally, it is believed that emphatic expressions are mainly related to the syntactic notion so that not much focus goes on the interactional aspects of its use. With this in mind, the present study tries to explore the following two questions: What is the nature of emphatic expression in the study of linguistics? And what would be the possible integrated explanation of using emphatic structure? For these questions, the study assumes that the use of emphatic expressions is discourse-dependent and the basic meaning of emphatic structure is in a larger sense based on the semantic notion of contrast. Based on the discourse-dependent nature of emphasis, the present study makes some pedagogical suggestions in what ways we can introduce emphatic expressions in language learning and teaching. (Jeju National University)

The purpose of this study is to analyze Korean university students' English vowel spelling-to-sound correspondences errors and suggest an efficient method for teaching English pronunciation. A total of 85 university students participated in this study and a questionnaire with 18 items was administered to the students. The questionnaire consists of the English learning environments for learners, and English nonsense words based on 5 English vowel letters. According to Celce-Mercia, Brinton, & Goodwin(2002), vowels have two kinds of vowel sounds. One is called tense vowel, the other lax vowel. Therefore, 5 English vowel letters are pronounced into lax vowel sounds and tense vowel sounds in one syllable word. The findings are as follows; 1) the errors of lax vowels are more than those of tense vowels. 2) within lax vowels, o-/ɑ/ and within tense vowels, u-/uw/ have the most errors among vowel sounds. 3) among English vowel letter-to-sound correspondences, the errors of o-/ɑ/ are ranked the first. 4) there is a direct correlation between the score of TOEIC and errors. 5) there is no correlation between the experience of learning phonics and errors. Based on the findings, some pedagogical suggestions are made for the letter-to-sound correspondences for an efficient English pronunciation teaching. (Korea Nazarene University)

Reduplication is the morphological process in which some phonological material is duplicated. There are several types of reduplication in English, including partial reduplication, deprecative reduplication, contrastive reduplication and intensive reduplication. In this paper, however, our attention is confined to partial reduplication in English that includes ablaut type reduplication, rhyme type reduplication and copy type reduplication. Within the area of partial reduplication, this paper first attempts to address the issue of the morphological nature of the partial reduplication process in English. That is, this paper investigates whether the partial reduplication process in English is affixation or compounding. Discussing the traits of most compound structures in English, this paper contends that English partial reduplication could be considered as prosodic affixation occurring in level 2. Secondly, this paper discusses the issue of identifying the base in English partial reduplication structures. On the basis of the examination of the previous proposals, this paper suggests that there be no process to identify the base of the reduplicative structure in English. Since a number of English reduplication structures consist of the parts that can not be regarded as real lexical words, this paper suggests that, as in Minkova (2002), there be no identification of the base. (Korea National University of Transportation)

The purpose of this study is to examine and explain truncations of multisyllabic words that frequently occur in early word productions by young children. Gerken (1994) suggested English-speaking young children have a trochaic template SW and they produce syllables that fit the template but omit those syllables that do not fit the template. According to her account, banana is produced as [nænə] in order to fit into the template. We see, however, many examples of truncation where the onset of an unfooted weak syllable is retained: for example, [bænə] for banana and [dɪʃəs] for delicious. Those truncations involve two syllables being conflated into one syllable: the onset of one syllable and the nucleus (or, rhyme) of the other are combined to form a syllable. It implies that truncation does not only take place at the syllabic level, but at the subsyllabic level. We conclude that young children's word productions have subsyllabic conditions that prefer some sounds like /b, d, p/ over others like /r, l, n/ as well as a trochaic template. (Jeju National University)

Recently, in the field of Japanese language learning method is different, but japanese learning through translation classes a lot of cases. Nevertheless, the understanding of intercultural communication that combines translation classes will not so much. Learners in translation classes that appear in the source language to convey linguistic information in the struggle for language acquisition learning but, in fact, different culture engaged in a different language, and the readers of the target language they do not understand the meaning of different cultures in the state language in formation is exposed. In fact, targer language readers of a culture with a different language do not understand the meaning of different cultures and ar taught only linguistic information. Therefore, in this study, research on intercultural communication and cultural background based on the Japanese translator to target learners understand the importance of intercultural understanding and different cultural approaches to propose. (DaeGu University Of Foreign Stydies)