Earticle

This article proposes a parallel-architecture approach to the class of preposition-noun (P-N) compounds in English such as downstairs. In this approach, it is argued that P-N compounds are not words but phrases, more specifically not adverbs but prepositional phrases, particularly when used with some verbs of motion such as He brought the suitcase downstairs. They are also differentiated from so-called particles like down and prepositional phrases like down the stairs, though sharing the same head down. The article argues for a class into which all these three cases can be unified. The resulting unified class is basically a preposition and can be divided into intransitive and transitive types. The article puts forward a sub-categorisation of the transitive preposition into two types; one is lexical, and the other phrasal. A classification of P-N compounds as the lexical type is suggested together with a lexical PP analysis using the notion of representational modularity.

The goal of this paper is to provide analyses of segmental blocking in English within the framework of Agreement-By-Correspondence Theory. Segmental blocking refers to the case where an intervening segment between the target and the trigger blocks the application of phonological processes. The theory of Agreement-By-Correspondence analyzes long-distance assimilation and dissimilation by the interaction of constraints that demand correspondence and agreement among similar segments and at the same time that limit and penalize agreement among corresponding segments. This paper provides analyses of segmental blocking in long-distance liquid dissimilation in English. In particular, root-final /r/-blocking is analyzed by the double dissimilation approach. The cases of stop-blocking are analyzed by the blocking-by-bridging approach.

This paper is to investigate how the Korean EFL learners process syntactically topicalized objects or wh-phrases of English and whether it is possible to resolve their difficulties in processing the constructions with a focused program. To proceed this, we have examined how they process these constructions and whether they can change the way of processing by using the focused program. The results were checked by the ERP experiment. By doing this, we found the differences between the results of the pre- and post-education. In addition to the LAN found at the main verb and the subject position, the statistical significance appeared in the comparison of the pre- and post-education regarding the P600. These changes appeared at the main subject of the wh-phrase constructions and the main verb under the mono-clausal wh-questions. Based on these findings, we suggest that there might be a possibility that the focused program change the way the Korean EFL learners process the English topicalized constructions, even similarly just as the native speakers of English do.

The purpose of this research is twofold: (1) to clarify the relations between the suggested structures for the Korean verb seultukhata (to persuade), which are conveniently called ACC1, ACC2 and NOM by Polinsky, Monahan, and Kwon (2007), and (2) to propose a control structure of this verb in the sense of Culicover and Jackendoff (2005) and Hong (2014). Specifically, I argue that ACC1 is derived from ACC2 by movement, and that NOM should rely on ACC2 when identifying the referent of the implicit object in it. In addition, this paper argues against the proposition by Polinsky, Monahan, and Kwon (2007) that ACC1 and ACC2 differ in structure as well as in interpretation, by making use of some intuitional and theory-internal evidence along with evidence from a corpus study of the argument structures of the verb seultukhata. Finally, I suggest a control structure of this verb from a lexical semantic point of view in line with Culicover and Jackendoff (2005) and Hong (2014).

The existence of incompleteness of feature composition in probes and goals is discussed in the minimalist view. We discuss why such incompleteness of probes and goals is in the human computational system and what it entails in the human language design. To find the answer to the first question, we will discuss whether such incompleteness of feature composition can cause a serious imperfection problem to the ‘well-designed' language system. In the second question, through the derivation of the there-construction, we will find that in the absence of the incompleteness of probes and goals in certain situations the computational system requires a stipulation at the narrow syntax.

For the purpose of setting the foundation for future TLA studies, this paper critically reviewed empirical research on variables having an impact on third-language (L3) acquisition. The strong influence of age was examined either exclusively or in relation to bilingualism. Next, regarding language dominance, the sample study found that the amount of L3 instruction was not very helpful to the Spanish-dominant group in terms of borrowings and lexical interventions. Additionally, the effects of L2 proficiency and L2 exposure cannot be ignored. With respect to gender, in the exemplar study, boys achieved higher English scores due to lower classroom anxiety. In addition, multiple factors were sometimes combined to gain a better understanding of the TLA. In that respect, the language distance can also add a layer. Finally, the present paper concludes with suggestions for conducting further research both in Korean and in non-Korean contexts.

This study explores whether Hawaiian, a canonically VSO language, has the properties of topic-prominent (TopP) languages. Based on tests using the diagnostics for TopP and subjectprominent (SP) languages, this study concludes that Hawaiian is closer to TopP languages than SP languages. First, Hawaiian has a topic marker like other TopP languages. When Hawaiian 'o is followed by an NP in the sentence initial position, the NP becomes the center of attention in the sentence and is definite. In addition, the 'o-marked fronted NP can control co-referential constituent deletion. Second, there are sentences that can be viewed as double-subject constructions, which appear in TopP languages but not in SP languages. Third, Hawaiian has no constraint on what may be the topic, which again suggests that Hawaiian has the properties of TopP languages. Finally, lack of subject-verb agreement and dummy subject supports that Hawaiian is distant from SP languages.

Lakoff and Johnson (1980), whose work is pioneer in the cognitive approaches to metaphor, suggest that we cognitively interpret metaphors by mapping the relationship between a source and a target domain. According to their theory, metaphor is an ‘ordinary’ part of language, not ‘extraordinary’ both in thought and action as it is conventionalized in our cognitive structure. In cross-linguistic study, however, metaphor is rather seen as cultural-cognitive – as the mapping of metaphorical concepts involves not only a cognitive source but also a cultural source. In metaphorical languages such as Filipino, metaphor serves as an everyday language as it influences Filipino speakers’ attitudes, values, ways of thinking and evaluations. Several of these metaphors, thus far, are remarkably associated with food. Interestingly, English also has its share on the use of food metaphor. Although not pervasively used as an everyday language, some food metaphors found in English are conceptualized similarly to Filipino language in terms of individual’s personality or character, state of mind, state of affairs and living conditions. These food metaphors however, remain culture specific as variation in linguistic expression takes place. This study, therefore, attempts to reveal that there are culture-specific food metaphors in Filipino that manifest similarity (in meaning, interpretation, context and usage) to English food metaphors— hence, undergo the same conceptualization process.

The present study attempts to reveal how computerized corpus-based contrastive analysis using learner corpora may shed light on a better understanding of the nature and scope of the Korean EFL learners’ use of so in English spoken monologue. So in the study is multifunctional not only in the spoken monologue of the NS but also in the Korean EFL learners’ monologue. There are four functions of so that have all three groups, NS, intermediate learners, and beginner learners, have in common. First they all use so as a resultative marker indicating a cause-result relationship. Second, so as an elaboration marker marks an utterance that says more about the prior utterance. The third function of so found in all three groups is serving as a boundary marker. It marks the opening and the end of the monologue. An additional function of so as a boundary marker in the study is to signpost the main idea of the speech. Another function of so found in all three groups is marking continuation of speech. This kind of so does not signal any particular relations between the utterances but just add one idea to another to continue the speech. Indicating hesitation is the last function of so found in the study. This function is found only in the Korean EFL learners’ spoken monologue. According to the result of the comparison between the English connective so and the Korean connective kulenikka, there is reasonable possibility that the hesitation function of kulenikka might have transferred while the learners are producing the speech.

Although the official language of the court in South Korea is Korean, the international chamber of the Patent Court of Korea is an exception. In that court, a hearing may be conducted in English while simultaneous interpreting is provided for the Korean gallery. This paper examines difficulties associated with highly technical interpreting at a patent hearing based on the analysis of simultaneous interpreting for a test hearing and interpreters’ views with respect to the practical aspects of interpreting provision. The findings indicate that in addition to the technical aspect of patent technology, various source text factors, including English as Lingua Franca (ELF)-related factors, recitation of text, and limited access to visual information, created extremely arduous working conditions for the interpreters and negatively influenced the interpreters’ performance and job satisfaction. The results strongly suggest that the court and the legal counsel should work in close cooperation with interpreters to ensure quality interpreting at the International Chamber.

In 2016, ‘Act on the Promotion of Education of Critical Foreign Languages (CFL)’ and the ‘Enforcement Decree of the Promotion of Education of CFL’ were enacted in Korea, with objectives to ensure the right to education and the right to pursue happiness by providing people who wish to learn CFL with educational opportunities, and to enhance national competitiveness by nurturing talents with CFL proficiency. The Act and the Decree are anticipated to boost education of less commonly taught languages in Korea. The aim of this paper is to provide a brief outline of the Act and to suggest a Hindi Language Proficiency Test (HLPT) organized and conducted by Indian government so that Hindi can be systematically taught as a communicative competence in the world. There could be as many as a thousand of students learning Hindi around the world at this time. However so far, there has been no proper proficiency text for Hindi while other languages have their own exam officially conducted by government. It is time to consider moving into teaching Hindi as a foreign language. Teaching Hindi as a foreign language is different from teaching Hindi as a second language. Before discussing appropriate HLPT, the notion of Hindi as a foreign language should be identified. In this article we will present our analysis of the current situation and then suggest some guidelines for developing a concept of Teaching Hindi as a Foreign Language.

Socialist culture with Chinese characteristics originates from China's excellent traditional culture. The Book of Songs is the source of Chinese culture. The primary standard of the aesthetics of musicality and gustation in The Book of Songs is‘He’ (和,harmonious). The ‘He’ concept had a significant influence on promoting the harmony between human and god, building the mild character, establishing the concinnous interpersonal relationship during the Zhou Dynasty. It had the original enlightenment for the presentence of the ‘He’ concept of Chinese philosophy in later ages, such as ‘Harmony actually fosters new things and similarity does not sustain’ and Yan zi discussed the difference between harmony and sameness. The ‘He’ concept in the Book of Songs was great helpful for the formation of harmonious nature of Chinese nation in the last three thousand years. Today, the aesthetic ethics of ‘He’ in The Book of Songs has certain theoretical value and practical guiding significance for shaping the individual values coordinated by modern civilization, building harmonious, open and inclusive social values and building the community of Shared future for mankind.

As globalization in society advances, the number of people who are moving again and returning to their own country after migrating abroad and living there for a certain period of time is increasing. Returnees from overseas have experienced using and acquiring various languages during migration, therefore it is thought that their experiences have an effect on their language use after they return home. As basic research on language management of returnees from overseas, this paper analyzes the management of the Japanese language of Korean returnees from Japan in Jeju in South Korea. Jeju Island of Korea has had a culture of migrating to other countries or regions for a long time, and there has especially been frequent migration to Japan. As a result, there are many people who have experienced living in Japan in Jeju Island, and it is supposed that some management of Japanese language is still done by them. Based on our interviews of Korean returnees from Japan, we examined features of the management of Japanese language and actual use of Japanese language by returnees. Then, we suggested variations in their Japanese language acquisition and their management of the Japanese language as a language resource after returning to Jeju Island.