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This study aims to consider Korean and Chinese person expressions based on the theories of language typology by focusing on the person category. In the natural languages, personal pronouns are used to indicate person, but other noun expressions can also be used to point to person in the sentences in many cases. Under the perspective of language typology, these two kinds of person expressions can be examined in one category. In this situation, whether the personal pronouns and noun expressions have the same grammatical functions and whether they have the same typological universals are the mainly questions. If two questions are proved, the noun expressions can be regarded as a verbal existence. For this purpose, the typological approach is proceeded after the noun expressions of Korean and Chinese are organized and classified in this study.

This study aims to analyze disfluency observed in consecutive interpreting performances of three second-semester and three fourth-semester trainee interpreters. This study analyzed the duration of interpreting performance (articulation duration, phonation ratio, and pauses), fillers, repairs, repetitions and hesitations. While there were no major differences between the two groups in the use of fillers and the duration of the interpreting performance, it was observed that the second-semester students achieved a lower degree of accuracy in their performance than their counterparts. This result indicates that the second-semester students might use omissions because of the problems in note taking or note reading. The two groups showed considerable differences in repairs, repetitions and hesitations. It seems the differences were caused by the different levels of interpreting skills and abilities due to the different duration of the training. This study provides pedagogical implications that the interpreter education needs to recognize the importance of increasing trainee interpreters’ knowledge of disfluency and providing a greater focus on lowering their degree of disfluency to improve the interpreting quality.

The core of Xun-Zi’s political philosophy is ‘rule by ritual(禮治)’. For this purpose he suggested the way of ‘correction of names(正名)’. Both two ideas are deeply influenced by his conception of language and his view of human nature. Because human nature is evil, so it need to be transformed. And this kind of transformation is called ‘false(僞)’ by Xun-Zi. The most important form of ‘false’ is ‘ritual’ as well as ‘name(名, norm, language)’. Through the social norm function of language, the chaos state of the world can be ruled and the country can reach a good governance. Xun-Zi pointed out that the nature of language is based on social contract. Language is arbitrary because it does not have natural standards. Language got the regulation power when social members made promises. And when such promises or social norms change, the language/ name/norm also need to be change accordingly. Thus Xun-Zi argued the possibility of social transformation. Although he inherited the philosophy of Confucian tradition, Xun-Zi did not stay in the ethical theory and moral practice of Confucius and Mencius. In methodology, he introduced the elements of logics and linguistics and made a further development to Confucian though tradition.

This study examines whether phonics lessons for underachieving high school students bring positive effects in their word recognition skills, reading comprehension, and affective domain. For this purpose, the phonics lessons of consonant-blends were given once a week for thirty minutes over 8 weeks to four underachieving high school students. Following the design of the study, they took three reading tests, answered questionnaires, and had interviews. The reading test scores were analyzed to see whether the students improved in their word recognition skills and reading comprehension. Interview results were analyzed to examine if there was any change in their affective domain. The results show that the students' word recognition ability was enhanced through phonics lessons though their reading comprehension did not improve. In terms of their affective domain, the students showed positive change in their learning attitude and motives. In conclusion, phonics instructions of consonant-blends had a positive effect on underachieving students' word recognition skills and affective domain though this did not guarantee the improvement of reading comprehension.

The goal of this paper is to examine the current language situations from a typological point of view. Especially, the main focus goes on the better understanding of endangered languages through the revitalizing efforts. This paper consist of two parts. At first, we are going to look over the general understanding of endangered languages dealing with the following: Why languages disappear? For this, reviewing previous studies, it is observed that what factors have an impact on language loss and language vitality in terms of endangered status. Second of all, we try to get the better understanding of endangered languages to probe some cases of revitalized endangered languages. Through the observation of several revitalizing cases, we can say that language diversity is essential to the human heritage.

In ancient Chinese, the phenomenon of object inversion (including the object of the preposition) is relatively complex. There are two cases of the phenomenon of inversion, that is preposition and postposition of syntactic element, liveliness and literary of expression of the sentence. There are various reasons for the use of sentence of object inversion, in ancient Chinese, it was used in normal order. The inversion sentence was widely used in the Pre-Qin(先秦) period, but at the same time, a sentence of object postposition was sprouted, and it was almost fixed in the Han(漢)Dynasty throughout the southern and northern(魏晉南北朝) dynasties. However, in later times, the literati still imitated the rules of word order in the appeal period. As a result, there is still a phenomenon of object preposition in the works imitated by them. In conclusion, learners of ancient Chinese have been recognized that object prepositional sentence patterns are a kind of special sentence patterns and it resulted learning difficulties.

The institute divided the articles of the Japanese tourist economy newspaper into seven categories, including “Tourism Administration”, “Travel”, “Hotel”, “Business”, “Inbound”, “Product and Trend”. According to the study of the classification by fish species of the analyzed vocabulary, the ratio of Chinese characters was highest in all fields, followed by the following in the following order : foreign words, unique Japanese words, and mixed words. For each discipline, the number of distinct words for each species is given up to 20th place, and the proportion of all chair counts from the total number of full chairs to the top 20 of the vocabulary is shown. It is believed that it would be more efficient to analyze the vocabulary of specialized fields and learn them by presenting them with higher frequency. The technical vocabulary analysis of such specialized fields can be provided in order to promote the priority of vocabulary learning so that it can help students who are preparing for employment in Japan to enhance their job efficiency and tourism service in Japan.

This paper investigates Korean students' perception of English affixation in Korean neologisms. The new words formed by borrowing English vocabulary are regarded as an important part of the study of new Korean words. This paper concentrates on the newly coined words appearing in the daily language life, which shows the change of the behavior, the psychology, the situation, and the culture, especially among the new words formed by synthesizing the English morphemes. This paper includes 1) database construction of newly coined Korean words by affixing English morphemes, 2) the results of a survey of university students for the perception of neologism, 3) a discussion of the results, and 4) the implications for introducing and teaching the new words formed with English affixes for EFL students in Korea. The students will be able to engage in class by learning up-to-the-minute words and through an awareness of word formation in English, which will help learners understand other unfamiliar words that they could encounter; this will be a strong motivating factor for drawing learners’ attention to English vocabulary.

Over several decades, the broad use of literature and arts in language education has led to a renewed interest in the aesthetic, literary, and creative potential of poetry as an ancillary tool for Second Language (L2) learning and development. Based on an in-depth review of why and how researchers and teachers in the field have used poetry in L2 classrooms, this paper highlights the rationale for the implication and adaptation of poetry-based learning for L2 learning and teaching. Specifically, it sheds new light on the holistic aspect of poetry writing that encompasses linguistic, cognitive, and sociocultural aspects of additional language learning. To accomplish this goal, in a move away from the traditional writing pedagogy within East Asian EFL (English as a Foreign Language) contexts where L2 writing instruction largely dwells in the memorization of vocabulary and/or grammatical rules, this paper proposes the model of Pentagon of Poetry Writing that includes five interconnected vertices of writing 1) from motivation, 2) out of experience, 3) as expression, 4) for performance, and 5) through revision process. Through this multidimensional understanding of poetry writing, this paper suggests that L2 learning should be a meaning-making process, engaging learners into the process of creative expression, critical exploration and reflection, sociocultural experiences, connecting them with others, and integrating them into the L2 community.

This project aims to seek educational methods that make use of short-term international exchanges as learning opportunities. We conducted exchange activities for 2 weeks with students who attended a beginning Japanese conversation class in Korea and students of a Japanese teacher training course in Japan. We adopted team-teaching as a teaching method and conducted collaborative activities in the Korean-Japanese mixed group in the class. After these activities, we conducted a questionnaire survey on how Japanese learners evaluated these activities and examined the results and improvement points obtained from these activities. In the questionnaire after these activities, the evaluation of these activities by Japanese learners was high. From the comments we found that the learning effects are increased motivation for learning, improvement of Japanese speaking ability, and increased interest in culture by having opportunities to speak directly with Japanese students. On the other hand, there were opinions that these activities were difficult for beginning learners, that the time was short, and that they also wanted to communicate outside of class. From the comments on the class method, there were good results such as helping the students understand the activities, peace of mind for class participation and fun of using Japanese.