Earticle

Translation is a complicated interlingual and intercultural process, in which the translator’s role includes narrowing cultural gaps between the source and target texts. As a strategy to translate cultures, this paper puts forward the concept of chunking, which enables translators to alter the size of semantic units. Largely, it can be divided into three types: (i) chunking up, (ii) chunking down, and (iii) chunking sideways. The first moves the source text meaning up to the general surface in the target text; the second, on the contrary, moves the meaning down to the specific level; the third seeks equivalent units in the target text without altering cultural values. For each step of chunking, the translator is asked to create chunking questions in the cultural frame. Based on a clearer notion of the concept, this paper applies chunking to the process of translation, followed by a detailed analysis of the strategies employed in the translation of Tuesdays with Morrie.

This study aims to check the effects of types of corrective feedback about grammar in dialogue journal writing on elementary school students’ accuracy. The 76 students of the three classes who were all sixth graders in an elementary school in Seoul participated in this experiment. Among them, two groups were chosen as experimental groups and the last one was a control group. The Group A in the experimental group received the traditional style of reply in the dialogue journal and the direct feedback such as underline, etc, The Group B got it and the indirect feedback with underlines of different colors by the categories. The Group A showed the significant decrease of the rate in verb errors and the Group B showed a significant decrease in noun ending errors. In the case of the high level students, the rate of verb errors declined in the Group A, and the rate of noun ending errors reduced in the Group B. In the case of the intermediate students, the rate of the verb errors reduced significantly only in the Group B. The students felt satisfaction with the feedback about grammar after writing and they wanted to keep this activity going on and on.

The National translation institute had been playing an important role in the history of Chinese translation, which also suggested significant implications to translation theory and methods. The main features that make the translation institute difference from modern translation activity is systematical organization, segmented job divisions and cooperative translation. With the development of national translation institute, its functions were more and more complete and the management were more and more strict. The foundation of translation institute guaranteed correct, proper, systematic and scientific translation of buddhist sutra, and exerted strong influence on Chinese modern translation theory and translation practice.

This paper dealt with the grammar and discourse functions of nominative, locative, directive and dative case markers in the Jeju Dialect. The four nominative case markers -i ,-ga, -iseo and -eseo in the Jeju dialect have the grammatical function similar to those of standard Korean and the latter two of them indicate the meaning of group. The discourse meaning of the four markers is to emphasize, confirm and conclude the meaning of a noun phrase preceding those markers. The one locative marker -e shows the discourse meaning concretizing, confirming, stressing a thing or a place in which an act of the predicate occurs. The discourse meaning of the other locative marker -di includes confirmation, designation and emphasis in addition to its grammatical meaning of place. The directive case marker -eorae whose grammatical meaning is location and direction signifies the discourse meaning of confirmation, conclusion, designation and emphasis and its function is to specifically determine the scope of agent's action. There are four dative case markers -sindi, -sinderae, -anti and -antirae in the Jeju dialect and their discourse meaning includes confirmation, conclusion, designation and emphasis.

This paper analyzes Korean text messages which have been received for about one year based on the types of English text messages suggested by Crystal(2008). As a result of the analysis, the following findings come out: 1) The expressions caused by initialism may cause misunderstandings and unpleasant feelings. 2) Spacing and spelling errors and the overuse of slangs may bring about incorrect language use. 3) Overuse of abbreviations may result in resistance. 4) Newly-coined words and various emoticons may create barriers to communications. 5) Various onomatopoeic words may lead to bad relationship between a sender and a receiver if a receiver does not know the meaning of the onomatopoeic words used by a sender. 6) Most people are accustomed to using such incorrect expressions in text messages that using accurate Korean expressions instead of inaccurate Korean expressions including initialism, neologism, omissions, abbreviations, and incorrect spelling and spacing can be considered to be strange. These specific findings can contribute to finding out solutions to many problems caused by expressions in text messages.

The purpose of this study was to explore the effects of flipped learning activities on college students’ English listening and reading comprehension. For this purpose, the present study compared classes using traditional teaching to classes using flipped learning at a college located in Chungnam province. After doing 12 sessions over 15 weeks, this study compared English listening and reading comprehension between the experimental and control groups by comparing and analyzing pretest, midterm test and final test scores of each group. The results showed that the experimental group was much more improved than the control group both in English listening and reading. From the results of open-ended questions, most students responded that they had positive experience in English classes and the new teaching method had an effect on their learning and motivation. Thus, teaching college English classes through flipped learning activities can be one of effective alternatives.

The purpose of this study is to examine how the use of Any applies to the aspect of realization for the politeness strategy. In order to make a functional analysis of use of Any, I have reviewed the politeness rules and strategies in discourse. Based on these observations, it is argued that 'Free Choice any' should be considered as an expression of being polite in particular social context. Therefore, this paper proceeds as the followings: (1) I examine the case in which Any has a politeness feature in the field of pragmatics. (2) I also examine the case in which Any is relevant to the politeness strategies. (3) I suggest the case in which Any can be applied to the politeness strategies.

It is well-known that there is a gap between the practical needs of learners who only want to learn modern Chinese language and teachers who have to teach the professionalism of Chinese literature and culture. The necessity of Chinese classical education at university and high school is different in its goal. The classical educational goals at the Chinese Language and Literature Department should include appreciation, creativity, reading comprehension and the acquisition of professional knowledge in Chinese literature. The books written in the pre-Qin and Han period reflect the first vernacular and grammatical phenomena. Therefore they are the best suited for teaching Chinese classical education. Based on the book of pre-Qin and Han period, I organized the book contents for Chinese basic Classical. The future tasks to be considered in Chinese classical education include the minimizing students' learning burden, teaching method development, application method in Chinese learning and understanding related fields of the study.

日本語の接続助詞「バ」は、「ト、タラ、ナラ」と共に日本語の条件表現を表す代表的な形式である。従来、接続助詞「バ」についての研究は条件表現を中心に行われてきた。だが、接続助詞「バ」は文において、ある二つの事態間の因果関係を表す条件表現と、因果関係とは見なすことのできない非条件表現とが現れている。そこで本稿では、小説、新聞社説、国語教科書などを分析資料とし、接続助詞「バ」が非条件表現として使用されている意味・用法上の違いから列挙用法、前置用法、後置詞的用法に分類した。 その結果、列挙用法においては、ある二つの事柄を累加的に並べていく表現である。「～だけでなく、さらに～も該当する/しない」の意味で、「ある・いる・ない」などの状態動詞が文末に現われる。前置用法では、過去の事実に対する判断の基準を表すものと、前件に基づいて後件の内容が限定されるものとがある。そして、前件に述べたことに対して容易に簡潔に説明する機能もある。最後に主観的な希望や期待を表す用法もある。後置詞的用法では、ある主題を掲げ、それについて説明するもの、伝聞の情報源を表すもの、そしてある状況・事態についてどんな見方を示すかの観点を踏まえ、述べる表現もある。今後、本研究は日本文法及び日本語教育の分野に関する基礎資料として扱われることが期待される。

The basic starting point of the present paper is the following: “teachers need a depth and breadth of expertise about language because of the range of functions they must serve”(Adger, Snow, and Christian 2002:2). In spite of this kind of argument, it is widely assumed that many teacher know much less about language than they should know. With this fact in mind, the main goal of the present paper is not theoretically-oriented to entangle a certain linguistic phenomenon but rather designed to look over the recent trend in language teaching and learning. Among many other things, our focus goes on to the awareness-raising of linguistic materials in language teaching and learning. In doing so, it is expected that we can bridge the gap between linguistic exploration and educational linguistics which can be intertwined to provide the better explanation of language functions and tasks that can be incorporated into English language teaching materials.