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This study identifies differences in usage between except ~ and except for ~, meaning with the exception of ~ through a semantic and syntactic approach. Except ~ and except for ~ are not semantically equivalent when followed by a noun phrase. The former has only one meaning, while the latter has three meanings. So except ~ can be replaced with except for ~ only when the meaning of the former is identical to one of three meanings of the latter. Semantically equivalent though they may be, except ~ and except for ~ are not interchangeable when except ~ is placed sentence-initially. The reason is argued to be the syntactic difference between the two prepositions: except for ~ is a subordinating preposition and except ~ is a coordinating preposition.

English plays an overwhelming role in achieving the communication and idea exchange among people. English writing is a skill of output, which can reflect one’s comprehensive cultural competence and logic thinking ability. There is no doubt that English writing is one s kill which can be acquired only in a hard and long way. As one means of expression, writing helps people to make a direct communication with each other without restriction of time and place, which can witness the lighting up the flame of thinking and penetrating ideas. In sharp contrast with the importance of English writing, students in the universities and colleges show an indifferent attitude towards English writing, mostly caused by the reason that the universities adapt the traditional English teaching method and evaluation. This research applies the formative assessment into English writing process tentatively and tries to explore the influence that formative assessment exerts on students' writing proficiency. The author proposed that formative assessment attaches more importance to the process of learning, with multiple types and tools of assessing to provide timely and effective feedback to facilitate teaching and learning.

This paper tried to investigate the relationship between motivational factors for study and learning flow in case of foreign language learning. In this context, a research model was proposed with learning flow as a dependent variable and subject-specific interests, self-efficacy as independent variables. Also parental involvement and teacher leadership were included as moderating variables for analysis. Data were collected from middle school students in Gyeongnam province. The research result shows that subject-specific interests and self-efficacy have a positive influence on learning flow. However, parental involvement did not have an influence on the relationship between subject-specific interests and learning flow as well as their relationship between self-efficacy and learning flow. The hypothesis regarding the moderating role of teacher leadership was partially accepted. It turned out that teacher leadership did have an influence on the relationship between self-efficacy and learning flow, however, no moderating effect on the relationship between subject-specific interest and learning flow.

Given the increased need to learn other languages beyond one's native language, third language acquisition (TLA) has received relatively little attention. As shown with the term of “bilingual turn” by Lourdes Ortega (2010) and the first journal dedicated to the field of TLA and multilingualism in 2004, TLA has gained attention recently. However, the short history of TLA kept the field at the beginning stage. Furthermore, in the Korean context, TLA research has not even begun. In this regard, the current study tries to provide a theoretical foundation for further TLA research based on several multilingual models, most of which come from a psycholinguistic perspective. Recently, sociolinguistic perspective and individual differences are also considered in the process of TLA. Features of TLA, emphasized by these models and analyzed in the current study, are its dynamic and diverse nature of the learning process and the important role of previously learned languages as an activator and as a bridge to learn a target language.

This paper aims to investigate how Jeju linguistic landscape is composed by analyzing the official and non-official signs of the two different places in new town and old town in Jeju city. The collected signs were analyzed and classified on the basis of Backhaus’ research questions and analytical categories. It shows that multilingual signs are much more than monolingual ones in new town, which is quite the opposite in old town and that English is predominantly used on both the monolingual and multilingual signs of the two areas, apart from Korean. However, there is something unique about the multilingual signs on Baozen street, new town, are composed of Chinese much more than in old town. This enables us to predict there are more chinese customers visiting in new town than in old town. As a result, linguistic overview from a linguistic analysis seems to provide some insight into the better understanding of language use in Jeju.

This study presents how the author implemented motivation-oriented teaching in college English conversation classes. After years of frustration with encouraging students to get interested in class, she introduces exciting video clips of Korean celebrities speaking English. The decision is made from the observation that students nowadays are strongly and extensively influenced by celebrities on social network service (SNS) or television. The video clips show celebrities speaking English in different occasions. This case study compares the knowledge-based with the motivation-based instruction conducted with performing arts students. In the motivation-based class, the students showed increased attention to class activities. Their active responses to questions also suggest that they seem to closely attach themselves to celebrities more than to the instructor. Celebrities in this class served as a good motivator to students. The results of the course evaluation indicated that students improved their interest and attention in the course.

This article researches on different expressions of honorifics in Chinese, Korean and English, by comparing kinship addresses and social forms of addresses in the three languages. In the first chapter, goals and ranges of the research are stated, and a study on advanced researches is done to provide hints in desired effects. In the second chapter, terms of addresses, designations, summons, and honorifics are distinguished and defined. Meanwhile, examples of kinship addresses in Chinese, Korean and English are given. Also, elder kinship address terms, younger generation kinship address terms, parents’In the third chapter, addresses are classified as kinship addresses in subjunctive mood, “Last Name + Occupation” last name, and first name, and distinctive features of address terms in the three languages are found out. Brown&Ford’development model of the address between listeners and speakers is quoted to explain the degree of respect of honorific addresses that are used in the three languages in the common forms of “Last Name + Occupation” In the second half of the third chapter, key factors that determine the usage of honorific addresses in the three languages are found out and then ranked in terms of their influences. In the fourth chapter, the author brings up the direction of further researches as well as draws conclusions of this research.

傳統的漢語語言學界，將動詞後置成分分成「補語」和「賓語」，本文所討論的動助詞是屬於「補語」範疇的，前人根據補語所表示的語義，將述補結構分成「結果補語」、「趨向補語」、「可能補語」和「狀態補語」等四種。本文在前人的文獻中發現現代漢語的動助詞可以說是來自於「結果補語」和「趨向補語」。因此在本章中整理出所謂的「結果補語」和「趨向補語」的句法和語義特徵。筆者在整理的過程中，認為不應該將動詞後置成分的一些成員歸類於「補語」這個很籠統的範疇裡。因此本文以句法和語義特徵為其標準在現代漢語的動詞後置成分中歸納出「動助詞」（verb-particle），現代漢語的動助詞在結構上是一個附著成分，必須與前面的動詞緊密結合，具有類似「單一動詞」的句法特徵。在語義方面，現代漢語的動助詞具有「移位」（motion through location）和「終點或結果」（terminus or result）的觀念。在現代漢語動詞後置成分中，具有這些特徵的是「「上、下、起、掉、開、住、走、到、進、出」等10個字，但因為篇幅的限制，僅以「上、下、進、出」為例。

In 2010, the Jeju dialect was registered as one of the Atlas of the World’s Languages in Danger. In this study, the delivery system of the Jeju dialect passed down from mothers to children in connection with the food culture on Jeju Island, identified as matrilineal. The results based on surveys and interviews are as follows: about 80.5% of the residents have enjoyed local dishes, about half of whom can cook these dishes. About 78.7% of them learned how to cook from their mothers or grandmothers on orally. However, with respect to the knowledge and understanding of Jeju dialect in cookware names and expressing the tastes, there was a huge discrepancy with age groups. Younger groups, i.e. teens and those in their 20s, displayed poor understanding of the language in terms of food life and cuisine and the number of words and phrases increased as the age increased. Clearly, Jeju dialect on food culture have hardly been passed down to the younger generations. Lastly, for the preservation of the Jeju dialect, we require various measures including: (1) supporting to families with 3 or more generations, (2) using Jeju dialect in daily lives more, and (3) using cookware names in Jeju dialect in elementary cafeterias.