Earticle

This study aims to explore the effects of a class designed to publish an English newsletter by university students in an extracurricular setting. The research was conducted at a university over 11 weeks with 26 university students. The students participated from the pre-production step, including deciding the news topics to the post-production stage, including editing the newsletter. The process-based approach was based on teaching how to write news articles and learning journalistic skills was also focused on during the class as a means of developing communication methods. Surveys of students were conducted prior to and after the project. The participants' English competence was measured and they were into two groups: lower and intermediate levels. The results show that there was a significant improvement in both groups in terms of the learners' English competence. The survey results show that the class for publishing an English newsletter helped students gain interest and motivation in learning English and was an effective way to supplement English classes. The study suggests that there is a need for effective extracurricular activities such as publishing English newsletters, in order to help students improve their English competence as well as increasing their interest in learning English.

This study aims to measure the mutual intelligibility between Yakut and other Turkic languages. In order to accomplish this research purpose, I adopted Levenshtein distance and typological properties to determine the mutual intelligibility between Yakut and other Turkic languages. Data sources are from the last version of Swadesh list in 1971 for the Levenshtein distance, and the data from WALS (The World Atlas of Language Structures) for the typological properties. The findings of the data analysis showed that the Levenshtein distance values between Yakut and Altai, Yakut and Kyrgyz, and Yakut and Uyghur do not reveal a significant difference. Even though the lexical items of Yakut present more variations compared with those of other Turkic languages, the values are less than 50, which means approximately half of lexical items are phonologically similar. The typological properties also do not indicate many differences between Yakut and other Turkic languages. Therefore, Yakut language certainly belongs to the Turkic language family in terms of typological and lexical features which are judged by the Levenshtein distance and WALS features.

This study is conducted to find out the effect of the dictogloss application instruction on the usage of past tense and affective domain of grade 6 students. By making the same teaching method for the test class and the comparing class, both the comparing class and the test class conducted the class based on the English textbook but, in the test class, some activities were changed to dictogloss activities. The 40- minute English class with dictogloss activities was given twice a week and it was carried out 20 times in 10 weeks in total. The gathering of the data was done with the assessment of past tense usage ability and affective domain ability. This showed that rather than games in ideal textbook and simple repeated activities, the contributing activities and the dictogloss activities reduce pressure of the students and arouse interest of English. This has been proved through many studies and examples of dictogloss, but it can bring different results depending on specific students and class situations. Therefore when the various problems and solutions are found consistently, the leveled class using dictogloss will be effectively applied.

This study investigates the use of relative clauses (RCs) by Chinese migrant workers who learned Korean in a naturalistic setting via everyday interaction with Korean native speakers. An analysis of the spoken data collected from 30 participants through semi-structured interviews revealed the following: 1) The learners at the low and intermediate levels did not produce many RCs, indicating that acquisition of forms and functions of RCs is not an easy task without formal instruction. 2) The learners’ RCs exhibited a gradual development with the following stages: compounding of two clauses, RCs without the head noun, internally headed RCs, and externally headed RCs. 3) At the low level, the relativization of the object was more common than that of the subject, which is not consistent with the prediction of the NPAH. 4) The animacy of the head noun interacted with the type of RCs; an animate head noun had a higher tendency to occur with a subject RC, while an inanimate head noun with an object RC. It is hoped that this study contributes to enhancing our understanding of the development of RCs in learner language. Further study with learners of more diverse L1 backgrounds should complement the result of the current study.

The purpose of this paper is to explore the practical management of English Camp offered and sponsored by one of the local universities in South Korea. Moreover, the study aims to investigate the native professors and nonnative teaching assistants’ overall perspectives toward the English Camp they actually had managed. To collect data, semi-structured interview throughout the camp and observation were applied. Both native professors and Korean teaching assistants viewed the role of English camp as an important opportunity for students to enhance their interactions with native teachers. Also, it was found that English Camp can play a positive role in enhancing one’s affective domain. Regarding teachers’ suggestion toward the camp, allowing more autonomy on native professors in selecting textbook and designing program was reported. Also, offering systematic training for nonnative teaching assistants was mentioned as well.

The purpose of this study is to examine pre-service teachers’ perceptions on flipped class by their academic achievement and gender. A total of 38 university students who enrolled in a micro-teaching course participated in the study. Their perceptions on flipped class were compared with academic achievement and gender factors. A survey was used to collect the pertinent data. The results are as follows. First, the most satisfied factor was the convenience of use for watching video-clip at home, and the utility of flipped learning, the interaction with peers and a teacher in a flipped class, and the least was attention including interest and concentration to class. Second, there was no significance of the relationship between academic achievement and perceptions on flipped class except for the utility of flipped learning. Third, the different perceptions on flipped class by gender were found to be on a peer feedback activity and group work. Based on the main findings, pedagogical implications for the implementations of flipped class are suggested.

This paper presents a constructional approach to antonym pairs based on Corpus of Contemporary American English (COCA) data. We automatically extract antonym pairs occurring in coordination constructions, comparison constructions, negation constructions, and transition constructions to identify lexico-syntactic relationships. We briefly introduced complementaries, opposites, and directional antonyms. Antonym pairs frequently co-occur with each other in a number of lexico- syntactic patterns, namely, constructions. Goldberg (1995) suggested that constructions are learned pairings of form and meaning (function). This work identifies that the uses of antonyms and each construction conveys specific functions. For example, antonyms and co-ordinated patterns represent inclusion; antonyms and comparison as well as negation constructions often show the function of choice; antonyms and transition constructions conveys changes. We also identified new context-dependent antonyms by extracting constructions along with the co-occurrence of antonym paris. Our understandings of antonyms will extend to further research of the syntagmatic dimension of constructions.

This paper takes an in-depth look into the learning situation of the Chinese Language (漢語) and how it was accepted by the government authorities (官) throughout the Joseon Dynasty in general via the entries recorded in the“Annals of the Joseon Dynasty”pertaining to this matter. It was imperative to emphasize both languages in Joseon Dynasty’s diplomatic relations with both the Ming Dynasty and the Qing Dynasty. This paper’s narration however is limited within the scope of the records of the ‘Chinese Language’(漢語) listed in the “Annals of the Joseon Dynasty”. If we were to take a closer look into the records of the “Annals of the Joseon Dynasty”, it can be seen that the number of literates who wanted to learn voluntarily were decreasing even if they had the ability because they only recognized language skills as one specific field even if language acquisition was necessary in the relationship amongst aristocrats of the Joseon Dynasty. In addition, it is of special note that conclusions can be drawn that the perspectives regarding the Chinese language by the literates were already changing during King Jungjoing’s reign even long before the transition from the Ming Dynasty to the Qing Dynasty. The Chinese Language (漢語) occupied a very prestigious position throughout the Joseon Dynasty as an interpretation language while its leaders also considered it to be the language of the domestic aristocrats as well as the instrument of diplomatic relations with its Chinese neighbor. However, it appears that other than the selected few official interpreters who had to learn the Chinese language for vocational purposes, there weren’t many who actually had a good command of spoken Chinese.

The author attempts to show how prosodic problems of Chinese to Korean translation in Chinese poetry are solved through development of prosody equivalence model constructed on the basis of prosody phonology and metrical phonology. For this, this study aims to review the main researching results in recent years on prosody in prominence is included. The summary was divided into two parts: (1) prosody and its implications in syntax and morphology, (2) researches on prominence in Standard Chinese and Korean. Finally, we designed the development of prosody equivalence model of Chinese to Korean translation(in the basis of pause prosodic feature in Standard Chinese and Korean). This model features can be found in combining the metrical with grammar. The expectation is that this study will provide significant bases for a variety of fields such as prosodic structure in the Standard Chinese and Korean.

This paper is discussing specifically about how Korean and Chinese which belong to different systems accept the sentence constituents of Indo-European language. In addition, this paper is also discussing the way of switching from Korean to Chinese and from Chinese to Korean by setting the differences of the acceptance pattern of sentence constituents as a criteria. The summary of the result is listed as below. The sentence constituents of Korean and Chinese are subject, precicate, object, complement, sentence adverb, and adnominal. However, the range of meaning these constituents include is different in each language. Therefore, this paper set this difference in the range of meaning as a precondition and searched for the learning method of switching Korean and Chinese sentences. The usage of 'interrogative' corresponds to this. The subject is 'what, who, when, where.' The predicate is 'do ~(is~).' The object of 'what, who.' The complement is 'what, who, how, how much, how long.' The sentence adverb is 'how, where, with who(to who), what, when.' The adnominal is 'what it is like, of what.' This paper applied and analyzed the above and interconverts from Korean to Chinese and from Chinese to Korean. The error of the definition of the sentence constituents about Korean and Chinese are will be discussed on papers later.

In this study, a service-learning instruction model of social contribution type that connects the Chinese learned in school with the local community organization is designed and developed. It is explored how this instructional model can be operated and, consequently, whether this teaching model has positive implications for students and community organizations, how constructively it is evaluated, and what is complementary and improved. Under the supervision of the instructor at the college's daycare center, students conducted a daily education service to teach Chinese language fairy tale and Chinese children's song. Based on this experience, students planned and participated in Chinese service learning activities based on a group of four times a week and at least two hours in each time. There were kindergartens, local children's centers, and the Korea-China Cultural Center as group activities. The students taught Chinese and Chinese culture, conducted Chinese language fairy tales, taught Chinese children’s songs, and provided services such as introducing and exhibiting museum exhibits at these institutions. As a result, a survey of students and institutions participating in the Chinese Service-learning Program showed positive evaluation of the program.

近頃、日本語教育の関連分野において、「フィラー(filler, pause filler, filled pause)という用語を幅広く使われていて、本稿は日本語教育において「言い淀み」、「フィラー」教育の必要性を言及し、効果的に指導するための方法論を提示しようとする。まず、「フィラー」の機能を調べ、「相づち表現」との関係、日本語教育において「フィラー」の指導方法について述べる。「フィラー」の指導方法として、初級日本語のテキストにおける「フィラー」の扱いの現状、話者と話者とのコミュニケーションを行うために「フィラー」が必要であって、コミュニケーションの内容に「フィラー」が積極的に関与しているところがあると述べている。また、日本語の「フィラー」を習得する必要があるということである。そういうことで、「フィラー」に対する発音指導、文法指導などを通じて日本語会話の自然さが志向されるべきである。その結果、「フィラー」の指導が大切であるのは話者と話者の間にコミュニケーション能力が必要であるということである。また、「フィラー」には談話管理のために必要であることではなく、様々な発話効果を保っているので、日本語学習者に正しく指導すべきである。このように、「フィラー」の指導を効果的に行うためには、「フィラー」使用の適切さ、日本語教師による客観的評価、「フィラー」の出現数を増やすことなどが課題になっている。

This study aims to examine the language use of Korean Japanese through the creation of a spoken corpus. This corpus was built based on parts of language data obtained by interviewing 1st and 2nd generation Koreans residing in Ikuno-ku in Osaka-shi, Japan. In this spoken corpus, dictated texts were obtained from ten informants, comprising of 1st and 2nd generation residents from Jeju, over a period of three hours. The corpus lets us not only hear the informants’ actual sounds through simple manipulation, but also analyze their traits as the corpus is equipped with information such as sex, age, and birthplace. However, the dictated texts need to be made more accurate and various ranges of tagged information need to be added in order to discuss the overall language use of Korean Japanese. Moreover, as the size of the present corpus is relatively small, it needs to be expanded through the collection of more language data.

In modern Chinese vocabulary, there is a class of disyllabic compound words. Their morphemes are the same and the order is reversed. Such an alternate form of two-syllable morphemes can be called a Reverse Order Words. This kind of Reverse Order Words, which occupy a certain proportion in modern Chinese vocabulary, is one of the characteristics of Chinese vocabulary. The analysis of anti-preface words can enrich the use of vocabulary, and improve the ability to write words and sentences, help to study the structure and development of Chinese vocabulary. In fact, the Chinese Reverse Order Words are a specific Chinese cultural phenomenon. It is a grammatical rhetorical problem that should not be overlooked in the history of Chinese vocabulary and even Chinese cultural history. It is a special type of morphological lexicalization. In the oral literature. Therefore, such words really need to be analyzed. This article discusses the reverse-order words from four aspects: part of speech, meaning, pronunciation, and word formation. It proves the significant influence of word order, and the difference in the use of context is more complex. Therefore, it is related to the structure and meaning of Chinese vocabulary. As far as the standardization of vocabulary is concerned, the anti-preface word is indeed a question of caution.

This paper investigates the influence of different text presentation on the size of Chinese reading unit with word segmentataion task by Chinese as a second language learners. The participants were 30 Korean and 27 Thai, who were learning Chinese in Beijing Language and Culture University. They were divided into two language proficiency levels (intermediate and advanced) according to their Chinese words size and were required to add spaces in four Chinese passages. The results showed that: (1) the Chinese reading unit was smaller for Korean intermediate learners than it was for Thai learners. However, it was the same for advanced learners of both language backgrounds; (2) for Korean learners, the reading unit increased with the improvement of Chinese proficiency, while it would not change for Thai learners.