Earticle

Kim, Bo-Hyang. 2014. Code Mixing by Jeju People Residing in Japan: Mixed Use of Jeju Dialect and Japanese. Journal of Linguistic Studies 19(2), 1-19. Most of Jeju people residing in Japan are bilingual speakers, who can speak both the Jeju dialect acquired back in Jeju early in their childhood, and the Japanese language acquired while living in Japan. They either speak in Japanese or Jeju dialect depending on the linguistic capacity of the person they are speaking to. Otherwise, they use a mixture of the two languages. The Jeju dialect they use maintains its early form before standard Korean was distributed, while showing a considerable code-mixing with the Japanese language. The code-mixing occurs in a different manner for each part of speech, which often forms a language structure deviated from the grammar or structure of the Korean and Japanese languages. The transformed language has linguistic characteristics shared by only the first generation Jeju people residing in Japan, which are incomprehensible not only to those whose native language is Korean, but also to those who use Japanese as their first language. (Jeju National University)

Kim Jong-kuk. 2014. An analysis of the research on English language testing and assessment in Korea. Journal of Linguistic Studies 19(2), 21-37. The field of English language testing has been growing very rapidly in the last three decades in Korea, in terms of both its theoretical concerns and its direct and concrete applications. It is crucial, therefore, that language testers and other stakeholders involved with English language tests and assessment have a good grasp of the essential historical overview. The purpose of this study is to analyse journal articles on English language testing and assessment in the journal of ｢English Teaching｣ in order to find out trends of research articles. A total of published 140 papers are classified and discussed in terms of the time period, tests, four skills, subjects, and research methodologies. Based on the analysis, it is suggested that more creative and systematic research will be expected for the future of English language testing and assessment in Korea. (Jangan University)

Kim, Joongsub. 2014. A study on the change of Chinese lexical semantics in the process of modernization - Focusing on the translation of Right(quan-li). Journal of Linguistic Studies 19(2), 39-54. 英文right原本有'道德的正當性'與'法律的強制力'等兩層含意，將right譯為漢語'權利'時，由於漢字'權'和'利'在古典的語境意義上都含有貶義，因此可能造成right一詞'道德正當性'意義的消失。因此，從最初引進此一譯法的傳教士丁韙良開始，許多日本或中國的學者都指出此翻譯的不妥，但不得已而使用的結果，已經使得'權利'一詞在漢語世界扎根，難再更改。而這一用法得以確立，又與當時中國的時代背景有關。當時中國知識分子的當務之急是救亡圖存，因此他們希望利用'權利'話語，來促進國家民族的自主和富強，在此目的之下，'權利'原本所含有的'權勢與利益'的意義得到肯定和推廣。因此，現代漢語中，'權'的負面意義已經被削減，取而代之的是接近right的自然法意義。(Jeju National University)

Moon, Ki-hyuk. 2014. Discourse Analysis of Elementary English Textbooks :Based on the Discourse Marker ‘Oh’. Journal of Linguistic Studies 19(2), 55-71. The purpose of this paper is to examine how the discourse marker ‘Oh’ is used in the elementary English textbooks to improve elementary students’ spoken language competences. In order to carry out this research, 14 english textbooks were selected for the discourse analysis. Wordsmith 6.0 and NLPtools corpus programs were used to analyze the textbooks. The discourse marker ‘oh’s in the textbooks were extracted and analyzed according to the usage of ‘oh’. As a result, the frequency of ‘oh’ is positively correlated with grade-level, except 6th grade. Also, the types of strategies associated with ‘oh’ in the textbooks were categorized. The result showed that the ‘oh’s as a sudden reaction to new or surprising information were most common. The ‘oh’s were used to indicate an upcoming emotional or evaluative utterance, as well as to maintain conversations. To the 6th grade textbook, it was used as a conventional use or avoidance tool. This paper has deep implications for applying gradation strategies of discourse marker ‘oh’ in elementary English textbooks as students advance their spoken language competences. (Jeju National University)

Lee, Seongwon & Hong, Mikyung. 2014. Grammar lessons for high school students: Teacher centered vs. Student-centered. Journal of Linguistic Studies 19(2), 73-89. This study compares the effects of two different grammar instructions: a teacher-centered and a student-centered instruction. Teacher-centered instruction involves rule explanations, discrete sentence practice exercises, and the grammatical rule applications. Student-centered instruction involves the discovery of rules and applications by the students themselves using input flooding, input enhancement, consciousness-raising tasks, and rule verbalization. Two target grammar items chosen for the study are the use of the present tense instead of the if-clause for possibility or time clauses and the difference between the present perfect tense and the past tense. Ninety-seven 2ndgrade boys‘ high school students were divided into a teacher-centered and a student-centered group. Using a pre-test, four grammar lessons, a post-test, and a survey, the effects of different teaching methods were analyzed. The major finding is that the effectiveness of the two approaches to grammar instruction differed according to student levels. For the advanced group two grammar instruction methods were equally effective. For the intermediate group, student-centered instruction was more effective than the teacher-centered one. Students were observed to be more involved in the student-centered activities. For the low group, teacher-centered instruction was more effective, showing a significant difference in the students' pre and post-test scores. (Gyeongsang National University)

Zhang, Fuli. 2014. A Comparative Study on Degrammaticalization of Internet Language in China and Korea. Journal of Linguistic Studies 19(2), 91-114. The purpose of present paper is to research the Internet language of chinese and korean from the point of degrammaticalization and find the similarity and difference. Researches on Internet language have been made mainly on the traditional linguistic concepts. Internet language is used firstly by certain internet users, but spread to the whole internet, and even to the real society life. Within the process, language may change according to a certain route, which can be expressed from the point of word class. In this paper l examined three kind situations showing the change of word class in Korean and Chinese, including 'quasi-affix>noun', 'affix>noun', 'prefix>adverb'. By comparing the practical examples, l found some meaningful differences and similarities. Especially restruction of language has been examined in most examples. (Yonsei University)

Jang, Sun Young & Hong, Sun-Ho. 2014. The Effects of Fixed and Flexible Leader Roles on Collaborative Writing in Small Group Activities. Journal of Linguistic Studies 19(2). 115-135. This research is to examine effects of different leader roles: fixed and flexible in collaborative writing activities in order to improve elementary students' English writing abilities. 6 different groups out of 26 students in sixth grade were organized by the leader type. In the fixed leader type, one leader in the high level was in charge of the writing activity, while in the flexible leader type, a learner in the high, middle, and low level took the leader role in turn by the writing level. Collected materials for this research include 9 times of collaborative writing records, individual written evaluation forms before/after writing activities, class videos and transcribed materials, surveys, interviews after research activities, and learning reflections. The conclusions of this were drawn through the analysis as follows:First, the flexible leader role was found more effective than the fixed role in collaborative writing activities. Second, when the students were divided according to their English levels, the effect by the leader role was most highlighted in the low level group. Third, the flexible leader role showed more active interactions, in particular, with learners in the middle and low level. Therefore, teachers should pay more attention to design the class activities that have students work together and experience various leader roles in collaborative settings. (Seoul Baegun Elementary School, Seoul National University of Education)

Cho, Mihee. 2014. A Study on the Status of 'ani' series negative marker. Journal of Linguistic Studies 19(2), 137-159. The theme of this paper is the change of the characteristic of ‘ani' series negative marker from Old-Korean to Present-Korean. Main changes of the negative marker are the change of part of speech of 'ani(an)' and lexicalization of 'ani-' and 'aniha-'. 'ani-' and 'aniha-' are negative predicates in Present-Korean, but they are originated from 'ani' + 'i-' and 'ani' + 'ha-' in Old-Korean. for this reason, 'ani-' and 'aniha-' not only have one meaning, such as meaning as support verb, but also have diverse meaning responding positive counterpart like 'i-' and 'ha-'. As a result, lexicalized negative marker 'ani-' and 'aniha-'have diverse functions such as quotation verb and pro-verb in Present-Korean. (Yonsei University)

Han Seung Kyu. 2014. The Features of Monosyllabic Roots Targeting Monosyllabic roots of Pyojun gugeo daesajeon. Journal of Linguistic Studies 19(2), 161-181. This study aims at comparing monosyllabic irregular roots with polysyllabic irregular roots and examining the features of monosyllabic irregular roots. Unlike polysyllabic roots, monosyllabic roots are not usually used independently. Roots, especially, irregular roots are in dependent word categories. But, it is possible to assume that irregular roots are different depending on dependence degrees. The subject of this study is 295 monosyllabic roots in Pyojun gugeo daesajeon and this study inspects the syntactic requirements and the morphological requirements to examine the special qualities of monosyllabic irregular roots. This study examines independent use and postposition combination for the syntactic requirements and affix combination, adverb derivation, the possibility of root separation for the morphological requirements. The examination results prove that the declinable words combined with monosyllabic roots are possible to be classified as single words. Also, the examination results prove that the syntactic and morphological features of monosyllabic irregular roots are different to some degree depending on the original word of monosyllabic irregular roots. The roots indicating difference are native roots such as abbreviation, onomatopoeia· mimetic word. The root category or comparison with polysyllabic roots requires further study. (Yonsei University)

Hong, Young-Suk. 2014. Multiplicity of a Teacher Identities and Fluidity of Her English Concepts: A Narrative Inquiry into an Elementary EFL Teacher's Life Stories. Journal of Linguistic Studies 19(2), 183-206. This paper explores how a Korean elementary EFL teacher composes her teacher stories, who is situated in the social atmosphere of prevailing perception of English as an absolute value. As a result of this narrative inquiry, emerged implications and understandings are as follows: Firstly, the elementary EFL teacher is vulnerable to forming English teacher identities; however, she is located in psychologically higher position in the school landscapes because of her 'assumed English competence'. Secondly, fluidity of her English concepts forms so different teacher identities and her teacher identities are composed so differently according to different places and situations. Thirdly, the participant teacher was able to overcome the linguistic inferiority of English to native English assistant teachers by establishing the essential meaning of English teaching as a foreign language in the Korean context. Lastly, the elementary EFL teacher lives totally different stories depending on looking at English as ends or as means in terms of being an EFL teacher. It is hoped that this paper will offer insights into composing life stories as a Korean elementary EFL teacher and expanding the understanding of their storied lives as phenomenon in the Korean society. (Jungwon University)

Sa, Wi Guk & Lee, Woo-Cheol. 2014. Pragmatics in Chinese Studies. Journal of Linguistic Studies 19(2), 207-223. From a research perspective, there is some overlap in pragmatics, semantics and the pragmatic level among three-flat theory which was applied in the study of Chinese. Pragmatics is a study on actual usage of the literally same meaning in various linguistic situations. In this way, pragmatics is different from semantics whose focus goes on the literal understanding of meaning. Put it different way, the study of semantics pay more attention to the propositional meaning and truth-value of proposition. On the other hand, pragmatics put much focus on the connotative meaning based on the actual use of language. The real purpose of communication is to get the better interpretation of a sentence in a given context. Pragmatics is different from the pragmatic level among three flats in terms of theoretical background and research targets. Pragmatics mainly deals with Speech Act, Conversational implicature, Relevance Theory, Conversational Analysis, Deixis, Presupposition, Politeness Principles, etc. In contrast, the pragmatic level among three flats has something to do with Topic and Comment, Focus, Mood, Tone, Comment constituent, and syntactic structural change. (Kyungpook National University)