Earticle

本稿は,韓国人と日本人の謝罪表現を社会·文化的な規範の観点から考察したものである。従来研究では｢ごめん｣｢すみません｣｢申し訳ない｣のような定型的な謝罪表現の研究またはアンケート調査,談話完成テストなどの量的調査が主な研究であった。しかし、相互作用として謝罪行為は実際の謝罪談話を通して定型的な表現以外の発話にも注目し、謝罪表現の本質的なものをみるべきである。本研究は、日常生活の中で頻繁に起きそうな謝罪場面を提示し、ロールプレイを実施した。そして、ロールプレイの後にフォローアップ·インタビューも行った。得られた会話のデータを基に韓国人と日本人の謝罪行為を３つのストラテージを中心に分析してみた。その結果、①「直接謝罪は」、使用頻度数は日本人が韓国人より多かった。②「責任承認」は、韓国人も日本人も使用頻度率はほぼ同じだった。③「理由·弁解」は、韓国人が日本人より多かった。しかし、謝罪ストラテージの使用頻度数は同じであっても、謝罪表現形式は異なっていることがわかった。

The aim of this study is to investigate the L2 Korean readers' strategies which might be influenced by the task types and the text types. So as to reach the goal, this study observed four advanced Korean learners' reading strategies using the think-aloud method. Four texts were given to each reader for this observation, and the participants performed the think-aloud while they read the each text. The results of the analysis were as follows. First, in the wholistic view, the frequency order of each strategies showed the literal comprehension is the bottommost goal of the readers. Second, the strategies which were influenced by the task types were the critical comprehension strategy, the literal comprehension strategy, the bottom-up inferential strategy, and the top-down inferential strategy. This showed the fact that the readers's strategy choices can be affected by the complexities of the tasks. Third, the strategies which were influenced by the text types were the critical comprehension strategy and the structural comprehension strategy. It can be interpreted that the reading strategies can be chosen under the influence of the text structures. From the results, this study suggested the pedagogical implications as follows. First, think-aloud method is still useful for the reading strategies observation in spite of it's limitations. Second, the advanced L2 readers are able to choose the most effective strategies under the different reading conditions. Third, both of the given tasks as a external condition and the text types as a internal condition influence the readers' strategy choices. This implies the fact that it is important to figure out the effective strategies upon the cognitive complexity of each task and the various text types and its typical structures.

The purpose of this paper is to find out why whyever does not exist even though the other wh-adjuncts(where, when and how) have the corresponding -ever form. It seems that the absence of whyever is not an accidental gap, but is due to an unspecified systematic reason. I have tried to illustrate that why is a PP whereas where and when are a DP (how is somewhat marginal). This categorial difference is closely linked to merger possibility of wh-words with -ever. On the basis of English and Korean examples, I have proposed that -ever can be merged only with wh-words of N category. I hope that by means of further study this proposal will be universally confirmed.

The purpose of this study is to explore the effects of English teaching-learning on learners' English achievement and affective factors through flipped learning in a university ESP class. A total of 39 university students participated in this study and a questionnaire with 17 items and two open questions are administered to the students. The questionnaire consists of the affective factors, and five point Likert scale is used. Besides, two open questions are also used for an indepth analysis of this study. The results of this study confirm that flipped learning benefits college learners' achievement and affective factors toward English listening and reading. The findings are as follows; 1) The level of students’ English proficiency through flipped learning has significantly increased especially in receptive skills, 2) The students’ satisfaction about flipped learning turned out to be moderately positive. 3) The factors about students’ preview before class and their satisfaction factors about flipped learning were found to be positively correlated. 4) The students’ satisfaction factors about flipped learning were found to be also somewhat correlated. Based on the findings, some pedagogical suggestions are made for flipped learning for an efficient English teaching and learning on the college level in Korea

The purpose of this study was to examine the English writing used to describe Korean cultural properties. This was done to develop a practical framework that can be used to improve this type of writing nationwide. Six examples of English writing used to describe randomly selected descriptions of Baekje cultural properties were analyzed by the following nine dimensions: romanization, spelling, vocabulary, grammatical accuracy, style, punctuation, contents, intent, and meaning. It was found that there were a great deal of errors in the pieces of writing analyzed, and these errors ranged from those that were trivial to those that would be serious impediments to potential readers. Therefore, the Korean government should systematically revise errors that appear in writing throughout English descriptions of Korean cultural properties. This is necessary as Korea becomes more globalized and international interest in Korean history and culture grows.

This study was geared to see what has been achieved so far and where future research should be directed in the field of child L2 learning, by critically reviewing the results of some experimental studies and case studies on child L2 acquisition to explain the real data of the child L2 development in Pinter(2011). We attempted to provide the current information about the researches in this field for the elementary English teachers and researchers. First, based on the recent findings in L1 acquisition we introduced some hypotheses to explain both L1 and child L2 acquisition. Second, we discussed what types of studies were conducted and what kinds of findings were drawn from them. Finally, we offered some suggestions for the possible direction or the promising areas of the further studies for the same field in Korea.

This paper examined how a Korean-American NEST produces her stories to live by in the context of a Korean university in which ‘nativeness’ and ‘whiteness’ factors have much values on native English speaking teachers. The teacher stories of a Korean-American NEST were analysed, interpreted and understood under narrative inquiry method (Clandinin & Connelly, 2000). As a result of the study, four implications from her narrative emerged: Firstly, she constructed valuable meanings about being a teacher. Secondly, she did not feel any type of inequality or discrimination as an ESOL teacher of color in the Korean school context. Thirdly, she shaped very positive meanings in ‘being viewed as Korean’ as living in the Korean university context as a NEST. Lastly, she negotiated her NEST identities with cultural characteristics, not with color of face. The study expects positive resonance in all teachers’ minds, thus leading them to think about ‘who I am,’ and ‘who I am becoming’.

The ultimate goal of this study is to explore how EFL learners react to collaborative writing projects in an EFL context using online mode. Also, the study aims to explore learners’ general perspectives about collaboration. According to the data, the participants of the present study showed positive attitudes toward using Kakaotalk and Google Plus in their collaborations. However, they also recognized the importance of including offline discussion as well. In terms of learners’ general perspectives toward a collaborative writing project, the participants in general reported positive attitudes toward it.

In this paper, a long distance binding of reflexives in Northeast Asian languages such as Korean, Japanese and Chinese is revisited with Binding Principle A in Chomsky (1981). It is argued that the apparent differences between English and Northeast Asian languages result from the interaction of the ECP, depending on whether Infl is a lexical or a functional category. In addition, it is assumed that reflexives can be divided into two different forms: nonphrasal forms (casin, zibun, ziji in Northeast Asian langauges) vs. phrasal forms (himself, myself etc. in English). Nonphrasal form reflexives can be either local or long distant, whereas phrasal form reflexives are strictly local. Thus, seemingly different bounded dependencies between reflexives and their antecedents can be accounted for by the same principle with parameters.

The purpose of the current study is to discuss the syntax of English Aspect from a generative framework, proposing“split aspect phrase.”English Perfective (exclusive of Progressives in this study) is so challenging for many learners who speak languages other than English. The speakers of other languages such as Japanese, Turkish, French, Brazilian Portuguese, Malay, and German face the same challenge and produce erroneous patterns in their interlanguage as well (Yoshimura, Nakayama, Fujimori, and Sawasaki 2010, 2014, Rocha 2004, Durich 2005, Payre-Ficout, Brissaud and Chevrot 2009, Lim 2010, Bulut 2011). This paper aims to provide a structural specification via feature system of English Perfectives. Within the Minimalist spirit by Adger(2003) and Adger & Svenonius (2010), it is proposed that English Outer Aspect is a functional Head rather than affix, as Chomsky(1995) has argued, and has a lot more intricate internal structure which is novel from a second language acquisitional perspective. “Split aspect hypothesis”is inspired by MacDonald(2006, 2008) and Mayshark(2010) and the semantics of the Aspect is more meticulously represented at syntax.

This paper attempts to account for synchronic and diachronic aspects of the syntactic status of the to-infinitive particle in English. From the perspective of grammaticalization, the to-infinitive particle is discussed to be an inseparable affix in the inflected infinitive PP which changes into a head of TP by P-to-T movement after the inflectional reduction. I show that the to-infinitive particle exhibits tense/modal/aspectual distinctions. The proved paths of grammaticalization from the lexical/semantic features to the functional/formal features, and from the concrete features to the abstract features are in support of the current syntactic structure of the split TP {MP-TP-AspP} where MP is selected by C, TP by M and AspP by T.

This study purports to comprehensively understand the factors affecting Korean primary and middle school students' motivation and willingness to communicate (WTC) in English. The research question is how participants' cultural beliefs influence other social, affective, and communicative variables. Seven hypotheses are formulated to test the causal relationship among variables. The study employs 45 questionnaires and a structural equation modeling (SEM). 124 primary students from 4th to 6th grade and 136 middle school students participated in the study. The results reveal three key findings. Firstly, positive cultural beliefs would be a causative factor resulting in students' willingness to communicate in English and their attitudes towards learning situation. Secondly, it is learners' attitudes toward learning situation that generate the Korean students' motivation. Thirdly, students' WTC is caused by self­confidence, which is directly influenced by motivation. In short, the more positive cultural beliefs learners have, the more they are willing to communicate in English and the more motivated they become.

This paper examines a coordinate conjunction and in EFL learners' unplanned spoken discourse to look at how the learners use and in the spoken discourse. According to Biber et al., (1999), and is the most common coordinator in all the register. And it has been argued that and has multifunctions (Schiffrin, 1986; Celce-Murcia & Larsen-Freeman, 1999). And found in the EFL learners spoken discourse of the present study is also multifunctional. First of all, and is used to link between clauses to simply add a text to another in a discourse. Secondly, and is used to mark ‘internal sequence’ (Halliday & Hasan, 1976) in that it indicates ‘next in a series (of things to be said). In other words, it denotes the next thing I want to say (know) is. Third, and is used as a boundary marker in that it signposts the beginning and the ending of a new (or sub-) topic. Lastly, and occurs with hesitation markers frequently indicating the speaker has more to say but cannot come up with what to say next immediately.

The objective of this study is to focus on the usage of sentence-final particles by learners in contact situation conversations and to clarify what kind of functions can be observed and also what problems in usage may occur. Specifically, with reference to previous studies, we comprehensively investigated the functions of sentence-final particles at various levels, including rules of significance, speech functions and communication functions. Based on this, we analyzed and studied particle usage by learners. Moreover, by paying attention to the relationships between sentence-final particles and speech sequences, we analyzed problems with sentence-final particle usage among learners from a speech sequence perspective, and also identified the functions of the sentence-final particles used in speech sequences. Further, by including as the subjects of our research not only domestic learners in Japan but overseas learners as well, we were able to propose solutions to problems with sentence-final particle usage that arise due to differences in domestic and overseas learning environments and, at the same time, to consider issues related to Japanese language education and the acquisition of sentence-final particles by domestic and overseas learners.