Earticle

This study aims to make a morphological and syntactic contrast on Korean 'Muot' and Chinese 'Shenme'. The similarities and differences of two words are considered for inquiring the meaningful findings about Korean 'Muot'. First, we observe the various arguments by viewing the previous studies of 'Muot', and we may try to employ it by using the way of looking through 'Shenme' in Chinese. That's to say, we contemplate the characteristics of 'Muot' based on the viewpoint of Chinese 'Shenme'. Under the perspectives of contrastive linguistics, if two words are contrasted they should be discussed in a same dimension. Additionally, three standards are made to analyze the example sentences, that are components of sentence, morphological change, and phenomenon of reiteration. Furthermore, we examine thoroughly the similarities and differences of these two words. We think that we can obtain the new and significant findings of Korean 'Muot' with the viewpoint of 'Shenme' in Chinese.

The Korean word “jom" has two different meanings. It can take the form of an adverb, meaning “little" with a syntactic function, or can be used a discourse marker, with discourse functions. This study aims to categorize the discourse functions of the Korean word “jom" and to examine its Chinese translation correspondences based on the Korean-Chinese parallel corpus. The KCPC consists of Korean drama scripts and their Chinese translations, and a total of 201 sentences including the discourse marker “jom" were extracted. The results of this study show that the representative pragmatic functions of "jom" fall into the following four categories: ‘speaking politely', ’utterance highlight', ‘gaining time', and ’uutterance hesitation'. The Chinese correspondences vary according to the four functions and discourse contexts. ‘Politeness' is mostly expressed with “请(qing)", “一下(yi xia)". ’Focus' usually has “一下(yi xia)", “VV(verb replication form)", “一点(yi dian)” and “Zero(no correspondence marker)”. “有点儿(you dian)" is always used for ‘utterance mitigation'. ‘Delay' was found in only one sentence, and it has no correspondence.

The purpose of this paper is to reveal the word accent pattern of the Jeju dialect in Korean and determines what differences there are in the word accent patterns between Jeju dialect speakers having lived on the Jeju island only and those having lived in Osaka, Japan after moving from Jeju to Osaka in their twenties. This acoustic phonetics-based research shows that the bisyllabic words have 2-1 pitch accent pattern, while the trisyllabic words 1-2-1 pattern and the quadrisyllabic words 1-2-1-1 (the syllable with highest pitch is labelled for 2, while the rests for 1). In addition, it is shown that there is little difference in the word accent patterns not only between the two Jeju dialect speaker groups living in Jeju and Osaka but also between male and female speakers.

The purpose of this study is to investigate the dominant discourses of National English Ability Test (hereafter, NEAT) thorough discourse analysis reflected from media. Two major newspapers of Korea are selected and 245 articles from 2007 to 2015 that include ‘NEAT' are collected. The analysis focuses firstly on the frequency analysis of articles, and secondly identifies major agents of constructing and disseminating discourses of NEAT. It is found that the major agents who participate in the construction of discourse are those who works for private sector education. The dominant topic is to foster private sector education and its consumerism that shape roles of test-takers and their parents. To overcome newspapers's lack of professionalism in English education, an active role of researcher is suggested: As researcher of English as a foreign language we might need another mode of critical discourse analysis.

This study was geared to compare and examine the vocabulary lists used in all the five 6th-grade English textbooks published in 2015 based on the 2009 Revised National Curriculum. These textbooks, approved by the authorities, were investigated in terms of basic vocabulary ratio, the number of new words in each unit, their frequency & distribution, distribution of different word classes and one syllable & multi syllable words. The average number of new words per unit ranged from 3 to 19 words and half of the new words in the books might occur about six times. Based on the findings above this study offered some suggestions for which textbook to be selected.

The purpose of this study is to review mainly used education method and suggest specific activities related to Korean vocabulary focused education for foreign students. The significant factor in learning Korean is the vocabulary. So there is recently more emphasis on the importance of Korean vocabulary focused education. In this education method, Foreign learners can be learned new vocabulary in the following ways : In advance foreign learners is presented specific word and use that word in various situations. Repeating our ways enable to use that word in real situation. In this study, I suggest study activities in pre-class, while-class and post-class using vocabulary about places. Learners should study preparation of word in pre-class times and situation study and practices repeatedly in while-class times. After class learners can be checked vocabulary power using assignments and tests. This education method is helpful to foreign learners and teachers in Korean education field.

This research is to draw comparisons between the students' learning effectiveness when receiving instruction using individual strong intelligences in relation to instruction centered on language intelligence only. In this study Group A students were taught vocabulary using their strong intelligence, whereas group B was taught using the language intelligence method. Also, students were asked to write down their opinion of each class at the end of the class as a learning diary. These diary entries were then used to determine the students' satisfaction with the different methods of instruction. In conclusion the degree of vocabulary acquisition varied according to the learners' ability, whereupon originally competent learners tended to take advantage from the instruction centered only on language skills. Conversely, it was more beneficial to mid-level and low-level students to learn vocabulary via the multiple intelligence method. In addition to previous capability, the results indicated that the type of strong intelligence had an effect on the students' improvement. Finally, students had various opinions toward these lectures - the general consensus was that the instruction was interesting and engaging; however, they acknowledged the class lacked its usual level of organization and conduct.

The purpose of this study is to consider storytelling as tourism contents and to represent a storytelling process model for communication between tourists and Jeju proverbs. In this study we analyze the contexts of Jeju proverbs and give the ‘attachment to place' to space. This study is to develop the tourism contents by applying the travel course storytelling based on Jeju proverbs. From the perspective of the tourism storytelling, this study aims to provide more pleasure of tourists. In addition, proverbs can restore the forgotten pleasure by using storytelling. This study represents storytelling as a way of the communication between tourists and Jeju proverbs.

This article examines question-response interactions between a professor and his teaching assistant (TA) in an academic setting. Drawing upon conversation analysis (CA), this study aims to explore some problematic interactions during their communication and the negotiation sequence used to resolve the problems. A close examination of the data reveals that both of the participants are engaged in resolving the problematic interactions. Either modifying or suspending a current troublesome question is proved to be effective in solving the communicative problems. Both the professor and the TA have the tendency of confirming information before uttering a response when they are less confident to provide an answer. And the professor, rather than the TA, has the characteristic of continuously checking information during the interactions, which is regarded as a helpful tactic to prevent a problematic interaction from occurring. The findings may have an implication for enhancing the communicative competence in an academic setting.