Earticle

To preserve Jejueo, it is recognized as an important problem to respond to Jejueo at medical institutions used by the elderly who speak Jejueo a lot. Therefore, this study intends to create a practical manual by reconstructing the Jejueo for smooth communication in the medical field. To analyze the overall status of Jejueo used in medical institutions, this paper conducted a survey of people living in Jeju-do and using hospitals, medical institutions, and medical institutions. The survey was conducted with a total of 123 people, 34 men, and 89 women. By presenting the need for Jejueo awareness in practice, the current status of Jeju language education, and the need for Jeju language education for workers in the medical field, it was intended to provide directions to help preserve and revive Jejueo. This study is considered to be a meaningful study that helps workers who treat in emergency medical fields and medical fields communicate with users of Jejueo. Besides, these efforts are expected to create a foundation for preserving Jejueo, and to facilitate language communication between migrants and Jeju residents as well as generations.

Recently, the improvement of artificial intelligence network translators has emerged as a social issue, and vague anxiety and expectations are coexisting due to AI that goes far beyond human capabilities. Research on the accuracy and quality of machine translation is underway due to the increase in learners learning foreign languages using artificial intelligence machine translation. Existing research focused on error analysis, but this study was conducted as a post-editing activity that learners correct and improve while comparing the results of machine translation of Google and Papago with human translation. This study focuses on how translation education should be changed as a foreign language learning, and look at the direction of AI machine translation and foreign language education, such as whether post-editing education is possible as a foreign language learning and whether it helps improve foreign language skills.

Research on the relationship between syntactic complexity and linguistic proficiency in writing, rather than speaking, has been conducted mainly until recently. The main concern of the current research includes: first, are the five factors presented by Lu (2010; 2011) consistent with the results obtained from a factorial analysis of the spoken corpus used in this study? Second, which measures are significantly related to English speaking proficiency?, Third, how much is the explanatory power of the selected factors for the regression model developed based on the proficiency in this study? To this end, the 14 syntax complexity indices from the corpus were measured as independent variables, and as dependent variables, holistic ratings of learners' overall L2 speech were used. As a result, the factorial analysis categorized the indices into four factors, which was virtually consistent with factors by Lu (2010; 2011) (i.e., with one exception in that two factors, Sentence complexity and Subordination, were integrated into one factor). Stepwise multiple-regression analysis shows that the factors affecting a learner‘s speaking ability were Subordination and Length of Production Unit, which explain 9.8% of the model. The results suggest that educators should design curriculum to better encourage students to use a larger variety of clauses and to try to create more complex sentences. Educators should also be aware that it will eventually affect L2 proficiency in an EFL context.

When two languages come into contact with each other, and one language has to transliterate the other language, the sounds of the two languages have to be similar. When Buddhism was first introduced to China, the sounds of Chinese that were popular are mostly reflected in the Rhyme Book titled “Guangyun(廣韻)”. If one was to look up the fǎnqiè(反切:A traditional way to note tones) that have been transliterated to Chinese from the Buddhist scriptures that exist within the Guangyun and have them restructured, it is possible to infer what the sounds of Chinese were like at that period. In Korea, these Chinese sounds are read off in Korean sounds so when the similarities and differences are looked into, it is possible to see the various aspects of the transliteration between the overall Chinese and Korean languages. Within the Chinese character sounds that were read off artificially based on the Chinese rhyme book so that the Korean Chinese character sounds would be as close as possible to the original Chinese character sounds during the time of Hunminjeongeum, also had the Donggukjeongeum type Chinese character sounds while the Chinese character sounds that were actually used had the eonhaeeum(諺解音) from the Yukjodangyeong(六祖壇經). These were used within the scope of this paper to describe the process.

This paper carries out a comparative research analysis between the first section of Chao Xian Guan Yi Yu(朝鮮館譯語) which suggests the lexicon of the Chinese language and the third section which records the shēngmǔ(聲母:initial sounds) corresponding with Korean Chinese character sounds as Chinse characters. A diachronic analysis was also conducted regarding the changing relationship of division and combination where the shēngmǔ belonging to the dental sounds were in the process of changing from ancient Chinese to modern Chinese. At the same time, the changing aspects of the yùnwěi(韻 尾:coda consonants) were also taken into the study consideration. Through the research conducted within the scope of this paper, it was confirmed that the zhī mǔ(知母) and the chéng mǔ(澄母) belonging to the shéshàngyīn(舌上 音) group of the ancient Chinese sounds were reverted back to the orthodontic system(正齒音 章系). It was also possible to detect that the devoicing process(淸音化) of the takeum(濁音) in the shēngmǔ. As for the yùnwěi, it was possible to confirm the reverting phenomenon of the yángshēng yùnwěi(陽聲 韻尾) from the /m/ to /n/ through the contents found in Chao Xian Guan Yi.

Legal translation, though challenging, should be high quality, particularly when produced by government-funded institutions, such as the Korea Law Translation Center (KLTC) of the Korea Legislation Research Institute (KLRI). The present paper examines the quality of Korean–English statutory translations by KLTC based on error analyses. English translations of 13 Korean Enforcement Decrees were analyzed, and errors or deviations from the quality criteria of accuracy, target-language quality, comprehensibility, and consistency were identified. Inaccurate or inconsistent terminology usages were the most frequent errors, followed by grammatical-syntactic problems and unnatural target language expressions. Such errors can significantly undermine the quality of statutory translation, which requires utmost accuracy in every aspect. The results suggest that KLTC establishes a quality-assurance process in its translation practices to ensure accuracy in meaning transfer and linguistic and stylistic appropriateness, including terminological consistency, to enhance the quality of English translations of Korean statutes.

This paper explores the strategic use of 1ST person substitutional expressions in the Korean language. In English and other Indo-European languages pronouns are used to substitute nouns and refer to those participating or referred to in the discourse, however the 1st person substitutional expressions in Korean are used to substitute pronouns. In Korean where null pronoun is the norm, using pronouns or substitutional expressions is considered a strategic use to convey the speaker’s message. This paper explores different patterns of substitutional expressions and identifies the aim of such usage, through analyzing different situations of speakers and listeners with different age, gender and social status, focusing on Politeness as a major characteristic of the Korean society. This topic is rarely discussed in Korean linguistics due to the view that it is limited only to situations where children’s language is used, however, the findings of this research have proved otherwise.

The purpose of the paper is to examine the acoustic properties of Jeju Korean speakers’ fricatives and affricates in terms of phonation type, consonant category, speaker’s age, and gender by measuring fricative duration, rise time, amplitude rise slope, center of gravity, and skewness. It was found that fricative duration, rise time, and amplitude rise slope were important acoustic cues for the fricative-affricate distinction, while center of gravity was used as a robust cue for the phonation type for both fricatives and affricates. Regarding the effect of age, fricative duration and center of gravity distinguished the old adult group from the child and the young adult groups, while rise time and amplitude rise slope divided the child group from the two adult groups. As for the gender effect, rise time, amplitude rise slope, and center of gravity showed a significant difference between male and female speakers.

As a follow-up of Lee’s (2020) investigation of whether the 200 English source words in the 2015 RNCE and their Korean counterparts are true cognates that are used commonly in every day life, the present study aimed to conduct a more in-depth analysis of these 200 source words. Based on the corpora of curriculum-based secondary English textbooks, the frequencies and overall distributions of these source words were examined, along with their usage coefficient values. Findings indicated that the selection criteria for the inclusion of source words in the RNCE should be more rigorous than they were for the 2015 RNCE. Because quite many of the source words in the 2015 RNCE are in fact words that L2 Korean learners of English should learn as a new vocabulary word at an appropriate level of learning, it is crucial that thorough investigations are conducted regarding the criteria by which words are selected as the source words of the RNCE.

This study attempted to investigate how Korean speakers produce English final consonant clusters by using repair strategies. Based on the preservation principle in interphonology, three main points were examined. The first point focused on the most used repair strategy by Korean speakers, such as deletion, insertion, and substitution. The second point was whether any age difference existed in using repair strategies when pronouncing various final consonant clusters. The third point concentrated on the specific patterns of repair strategies used in certain syllable structures. For the production test, twenty-four target words were pronounced by eight Korean speakers and the data were statistically analyzed by 3-way mixed ANOVA to see if there were any variable interactions. The major findings of the study were exhibited as follows: First, most Korean speakers employed deletion for repair strategies, and the highest error rates were presented in fricative-fricative combined clusters. Second, the younger group made fewer errors in stop-# and nasal-# combined clusters. Third, all kinds of the repair strategies were used in fricative-fricative clusters, and insertion was primarily used by the older group in fricative-stop clusters. According to the findings, it could be assumed that productions of English clusters by the younger group have been in progress by maintaining certain English phonetic features.

This study examines Korean EFL learners’ systematic production of errors and accurate responses. A total of one hundred and one participants (aged between 11 and 13) completed a picture elicitation task designed for the English progressive. The method of Error Analysis was employed to analyze the written production. The findings indicated that Korean learners produced intralingual errors most frequently. The most common errors involved the use of bare verbs without tense and aspectual marking (e.g., Dance, She dance). The next most frequent errors involved the use of be followed by a bare verb (e.g., She is dance). Omission of be alone was rare in the current study (e.g., She dancing). The middle school student group performed better than the elementary group (50% accuracy versus 8.82%). The difference can be attributed to the input frequency and classroom practices. Pedagogical implications of the results are discussed in terms of the effectiveness of English teaching and the necessity of explicit and implicit error corrections and grammatical instructions.