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Kim, Jiyeon & Im, Byung-Bin. 2014. The Use of English Vocabulary Learning Strategies for the Level-differentiated Classes in a Middle School. Journal of Linguistic Studies 19(3), 1-26. The purpose of this study is to investigate Korean middle school students’ English vocabulary learning strategies according to level-differentiated classes. The questionnaire surveys were administered to investigate the use of vocabulary learning strategies of the learners. Data were collected from 290 students who were in third grade of a middle school. The results of the analysis showed that higher proficient learners used more various vocabulary strategies than the lower learners. The different patterns of strategy use were preferred by the two different groups. The higher proficient learners favored metacognitive strategies within consolidation strategies which controlled and evaluated their learning. On the other hand, the lower learners preferred social strategies within discovery strategies which asked immediate help from others. Thus, teachers need to be aware of the various degree of vocabulary learning strategies and their applicability according to vocabulary proficiency. In addition, teachers should understand the learners' preferred strategies among level-differentiated groups and provide vocabulary instruction with the most suitable strategies to each group. (Kongju National University)

Byun, Ji-Hyun. 2014. Learner perceptions and reponses toward written feedback in English composition class. Journal of Linguistic Studies 19(3), 27-51. The main aim of this paper is to explore EFL college learners' perspectives toward written feedback in English composition class. In this study, the researcher offered L1 and L2 feedback to the participants' six different compositions. By doing this, the participants could experience both L1 and L2 feedback. Regarding data collection, survey, interview, classroom observation and field notes were applied. According to the result, the participants appreciated both L1 and L2 feedback and perceived both types of feedback as an important means to improve their English writing proficiency. At the same time, the participants suggested that teachers' feedback should be given to every stage of writing process in order to have productive outcome. The participants also mentioned that L2 feedback can be helpful in learning vocabulary. However, they stated that L2 feedback was not helpful in improving grammatical knowledge. (Hannam University)

이재영 & 김익상. 2014. An Approach to the Influence of EFL Learners' Beliefs on Attitudes, Motivation, Confidence, and Willingness to Communicate in English. Journal of Linguistic Studies 19(3), 53-76. The purpose of this study is to explore the question concerning the role of EFL learners' cultural beliefs in learning and using English. In order to do this, the study tested a hypothesized model integrating cultural beliefs, integrativeness, instrumentality, attitudes toward learning, motivation, self-confidence, and willingness to communicate using regression analysis. The participants in the study were primary and middle school students. A number of hypotheses about the relationship among the variables are established and none of them are rejected in this analysis. Most importantly, cultural beliefs are found to exert influence on integrative and instrumental orientation, attitudes toward learning situation, motivation, self-confidence, and willingness to communicate in English. As a result, cultural beliefs need to be further explored for the better understanding of the mechanism of Korean learners' learning and use of English. (Jeju National University)

Lee, Hyungu. 2014. Effects of English reading teaching-learning on learners' affective factors through Jigsaw IV cooperative learning. Journal of Linguistic Studies, 19(3), 77-103. The purpose of this study is to explore effects of English reading teaching-learning on learners' affective factors through Jigsaw IV cooperative learning. A total of 25 university students participated in this study and a questionnaire with 12 items and an interview with 5 students were administered to the students. The questionnaire consists of the affective factors, and five point Likert scale is used. Besides, 5 students were interviewed for an indepth analysis of this study. The zoom lens model for English reading is used. The results of this study confirm that Jigsaw IV cooperative learning benefits learners' affective factors toward English reading. The findings are as follows; 1) the levels of interest, satisfaction, attitude and motivation showed higher indicators more than M=3.8, 2) the correlation among affective factors had connection with each other, especially, there was a significant correlation between interest and satisfaction. 3) the t-tests of gender and TOEIC score with affective factors were not statistically significant. Based on the findings, some pedagogical suggestions are made for the Jigsaw cooperative learning for an efficient English reading teaching-learning. (Korea Nazarene University)

Lee, Hyun-Jung. 2014. A Study on ‘-게(ge)’ Functioning as a Final Ending. Journal of Linguistic Studies 19(3), 105-126. Cases in which a sentence is concluded by a grammatical items other than a final ending are often found in spoken Korean language. Especially, connective endings concluded a sentence by means of inversion and ellipsis or after undergoing a process of grammaticalization in colloquial language quite frequently. However, rarely any Korean language textbooks provide connective endings other than ‘-거든(geodeun)’, ‘-는데(neunde)’ and '-고(go)' that shows the ability to function as a final ending. Expecially, even though ‘-게(ge)’ displays complexity in terms of meanings and syntactic constraints and it is becoming more frequently utilized at the end of a sentence in the modern colloquial Korean, no Korean textbooks selected and included this as a grammatical item. This is neglected in the preceding researches also, which is the reason why studies that meticuously look into the use of it are very rare. Thus, this research is focused on inspecting closely into characteristics of ‘-게(ge)’ that concludes a sentence with a considerably high frequency. In addition, it also seeks to make suggestions on ‘-게(ge)’ from the perspective of Korean language education. (Yonsei University)

Jung, Yang-soo. 2014. A study on the implementation of level-specific general English and its effects. Journal of Linguistic Studies 19(3), 127-148. The purpose of this study is to investigate the effects of a level-specific General English program based on the students' English proficiency. Freshmen took placement test before they entered the university, and then they were placed 4 different levels based on their English proficiency. Level-specific general English program has been executed during the last 1st semester of 2014. Surveys were conducted with 21 instructors and 328 students to measure their satisfaction and perception of the program. And at the end of the first semester, 142 students sampled from 4 different levels took exactly the same test that they took at the very beginning of the semester to measure whether there were some improvements as a result of level-specific program. According to the results, instructors felt the need of level-specific English program and its satisfaction after they directly taught students one semester. In case of students, although students from 3 and 4 levels showed a relative high level of satisfaction of this program, students from 1 and 2 levels showed a low level satisfaction of it. But, in terms of achievement, students from 1 and 2 levels showed a more significant improvement than students from 3 and 4 levels compared to the results of test that they took at the beginning of semester. (Chunganm National University)

Byun, Gilja & Kim, Wonbo. 2014. A Study on Translationeses in English Korean-Translation. Journal of Linguistic Studies 19(3), 149-180. This study analyzes translationeses in English-Korean translation on the basis of target text oriented readibility, which means how natural readers feel whey they read translated texts in disregard of source text. Sixteen categories on the five levels were used to classify translationeses found in 44 English-Korean translation assignments about two English texts. As a result of analyzing translationeses, four interesting facts were found. Firstly, students made more translationeses in certain categories such as plural, redundant word and postposition. Secondly, the two texts showed similar translationese distribution except loanwords and numerals influenced by ST. Thirdly, students did not make progress in translation for five weeks. Fouthly, sentences in TTs were longer than those in STs, which makes it difficult to understand TTs. (Macquarie University․Jeju National University)

Hong, Young-Suk. 2014. Meanings of English to NNESTs in Korean School Contexts. Journal of Linguistic Studies 19(3). 181-209. Drawing on Narrative Inquiry Methodology, this paper examines Korean elementary English teachers’ lived experiences, focusing on the meanings of English they construct. They are located in a particular situation of co-teaching with a native assistant teacher of English. Three participant teachers’ shared stories are unpacked, analyzed, and interpreted narratively. As a result of the study, three meanings of English emerge: Firstly, English is a power. Secondly, English is a burden. Thirdly, English is a teaching content. In sum, the nonnative English teachers in elementary schools constructed and reconstructed repeatedly the meanings of English depending on contexts in which they are located. These multiple meanings of English are expressed when they live and tell their teacher stories, thus forming multiple English teacher identities. The findings from the study give important implications about in-service English teacher education in terms of building their teacher identities. The study suggests the importance of providing in-service English teachers with an opportunity to think about a narrative perspective regarding forming teacher identity with their own English concepts in order to suggest new possibilities for teachers, students, NS assistant teachers, and parents. (Jungwon University)

Kim, Kyunghwan. 2014. An Automodular Account of Pragmatically Motivated Accusatives. Journal of Linguistic Studies 19(3), 211-232. This paper attempts to formalize some of the phenomena observed in pragmatically motivated suffixation of the accusative marker in Korean. Replacing the case marker on the indirect object, the causee, and the possessor with the accusative is explicated as the assignment of the patient role in role structure, which represents the cognitive contents of events and the cognitive status of the participants. Replacing a postposition with the accusative is analyzed as an instance of transitivization in function-argument structure, which represents the logical structure of sentences and consists of semantic categories such as argument and proposition. Other cases in which the accusative is optionally added, which results in emphasizing the host, may require an explanation in a separate module related to discourse-function or information structure. The theoretical framework implemented in this paper is called automodular grammar, which takes the view that grammar consists of independently and simultaneously generated modules that are associated through the lexicon. (Kyonggi University)

Kwon, Ah-Lum. 2014. Chinese speakers perceptibility of the Korean voiceless obstruents. Journal of Linguistic Studies 19(3), 233-253. One characteristic of Korean consonants is that there are three distinctive voiceless sounds in the stop category. Since Chinese has two-way contrast stop consonants while Korean has three-way contrast stop consonants, it was anticipated that the Chinese group selected for the experiment would demonstrate particular difficulties in learning a foreign language with a different system of contrast consonants. This paper suggests factors in two aspects as major factors in distinguishing the three-way contrast in the Korean voiceless obstruents. The first aspect is speech production, including VOT (Voice Onset Time) and F0 (fundamental frequency). The second aspect is speech perception, including the factor of the pronunciation of Korean learners. Generalizing from the results of Perception Test 1 and 2, adult learners of a foreign language seem to exhibit a correlation between articulation and auditory perception. Perception Test 3 shows how both Korean and Chinese participants can use F0 and VOT values as the major factors in distinguishing three-way contrast stop consonants in Korean. (Kyungpook National University)

Jiang Linghui. 2014. A Comparative Study on Chinese ‘有(you)’ and Korean ‘있다(issta)’ with Korean-Chinese Parallel Corpus. Journal of Linguistic Studies 19(3), 255-280. This paper attempts to make a comparative study on Chinese ‘有(you)’ and Korean ‘있다(issta)’ through Korean-Chinese parallel corpus by implementing the usage analysis of sentences. In Chinese, ‘有(you)’ has many meanings, and the most frequently used is ‘to possess' or 'to own’ and ‘to exist’. Generally, Chinese-studying students think Chinese ‘有(you)’ is the same as Korean ‘있다(issta)’. It is because in many cases Chinese ‘有(you)’ is directly interpreted or translated to Korean ‘있다(issta)’ as a one-to-one correspondence. This paper reorganized the meanings of Chinese ‘有(you)’ through the existing dictionaries and grammar books, observed and analyzed the meanings by the sentences which were extracted from Korean-Chinese parallel corpus, and contrasted Chinese ‘有(you)’ with Korean ‘있다(issta)’ based on these sentences. (Yonsei University)

Hiroyuki Suzuki 2014. Brief introduction to the endangerment of Tibetic languages: Special reference to the language situation in Eastern Tibetan cultural area. Journal of Linguistic Studies 19(3), 281-301. This article provides a short introduction to the Tibetic languages which include varieties facing language endangerment because of various reasons. First, an overview of linguistic features of the Tibetic languages is given. Second, a detailed classification of language groups spoken in the eastern Tibetosphere and their linguistic situation are described. Third, current issues of the endangerment are discussed by presenting two specific cases of Melung Tibetan and Lhagang Tibetan, and finally some perspectives for the endangerment of Tibetic languages are presented. (National Museum of Ethnology, Osaka, Japan)