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Metaphor translation has been discussed mostly from a product-focused perspective in Korean translation studies, with only a few studies addressing the process of translating metaphors into L1. Against this backdrop, this study aims to investigate the process of translating metaphors into L2 to identify noticeable differences between students and professionals. For this purpose, five professional translators and five student translators were asked to translate an economic article with nine metaphoric expressions from Korean to English, and their translation process was screen-recorded with Camtasia and keylogged with Translog II. The results show that students are heavily dependent on searching to find adequate expressions, especially bilingual dictionaries, while professionals rely less on searching and prefer searching via Google to verify the adequacy of their expressions. Professionals also attempt more actively to paraphrase or retain metaphors, though such attempts are rarely shown in the student group. Although a further analysis is necessary to delve deeper into the differences of professional and student translators during the metaphor translation process, the findings provide useful insight into translation education, pointing to the need of encouraging students to strengthen their L2 metaphoric competence, learn more efficient searching skills, and better understand the textual functions of metaphors.

The purpose of this paper is to examine the Western points of view implied in the etymological meanings of some English words and compare them with the Korean and Oriental traditional points of view. The points of view are divided into two categories: five primary points of view(view of human beings, view of life, view of value, view of world, view of nature) and four secondary points of view(moral point of view, educational point of view, religious point of view, political point of view). Greek Roman culture, Hebraism and Christianity were fundamental elements in forming the Western points of view, as Buddhism and Confucianism were major ones in forming the Korean and Oriental points of view. Results of this study suggest three cases to be distinguished: (ⅰ) cases having similar aspects, (ⅱ) cases having similar but different aspects (ⅲ) cases having different aspects, while describing the contrasting features systematically.

The purpose of this study is to distinguish various meanings of the Korean adnominal endings '-ten' and '-essten', and to analyze the Chinese learner's use of those endings. Korean adnominal endings '-ten' and '-essten' have many similarities and differences in regard to the semantic functions. And when '-ten' and '-essten' combine with the temporal adverbs, verbs, and nouns, they are also restricted. For these reasons, it is difficult to learn '-ten' and '-essten' for Chinese learners. To suggest the teaching methods of '-ten' and '-essten' for educators teaching Chinese learners, this study distinguished the similarities and differences in regard to the semantic functions base on precedent research. Secondly, this study examined the Chinese learner's use of '-ten' and '-essten' by analyzing their language corpus. Thirdly, this study analyzed the reasons for Chinese learners' performance errors.

This study aims to point out the necessity of compiling Korean-Chinese collocation dictionaries and the topics that need to be discussed urgently in the future by combing the existing researches on collocation comparison between Korean and Chinese. In China, the research on Korean-Chinese collocation comparison began in the early 2000s, mainly focusing on the application of Korean-Chinese collocation comparison and its results in Korean language education and error analysis, and a small part of the research involved the necessity of lexicography. This study will focus on the analysis of the existing achievements and shortcomings of Korean-Chinese collocation research, and discuss the problems in the application of the comparative study in lexicography, so as to lay a foundation for future researches on Korean-Chinese collocation lexicography.

The purpose of this study is to understand the usage of punctuation marks that are allowed to be duplicated under the 2015 revised norms of punctuation marks. The survey was composed of periods, question marks, commas, interpuncts, double greater and less-than signs, single greater and less-than signs, double quotation marks, single quotation marks, hyphens, wavy line, tables and underscores. The example sentences used in the survey use the sentences provided in the code regulations. The survey was taken by a 120 people and although the principle punctuation marks showed a high preference as well as permissible punctuation marks, similar sentences consisted of different punctuation marks depending on the example sentence. According to the results of the survey, if the ratio regulations of principles to permissible is large and the proportion of principles to permissible regulations is larger, the permissible regulations were deleted. In addition, if the permissible regulations account for a large proportion of the amount, the use of the code was kept or deleted according to whether or not it is related to the principles.

Although quantity of fusional character in ancient Chinese is not much, it is used very frequently. For learners of classical Chinese, fusional character is difficult to understand the meaning of the letters and sentences. In this study, I research fusional character ‘諸 旃叵盍曷耳那’, and related character ‘焉爾然’ in ancient Chinese. Conclusions obtained as a result of the study are as follows. 諸(zhū) is fusional character of ‘之于/於’ or ‘之乎’. 旃(zhān) is fusional character of ‘之焉’. 叵(pǒ) is fusional character of ‘不可’. 盍’(hé) and ‘曷’(hé) are all fusional characters of ‘之焉’. 叵(pǒ) is fusional character of ‘不可’. 盍’(hé) and ‘曷’(hé) are all fusional characters of ‘何不’. 耳(ěr) is fusional character of ‘而已’. 那(nuó) is fusional character of ‘奈何’. ‘焉’(yān) is fusional character of ‘於之/是’. ‘爾’(ěr) and ‘然’(rán) are all fusional characters of ‘如 此’.

This study seeks to analyze the construct validity of the mock TOEIC test by utilizing corpus analysis indicators. A commercial corpus program extracted key indicators related to vocabulary and syntax on a mock TOEIC test. A correlation analysis examined the relationship between these indicators and test results. It was possible to observe the causal relationship between corpus indices and variations in test scores when the test was taken two times. The regression analysis showed that the usefulness of the mock TOEIC test was lowered if the coefficient values of the corpus factors that had a significant effect on the change in grades in the first and second tests did not show a constant pattern in one direction (positive or negative). The results demonstrate that each indicator is complex and their influence on test grades varies depending on test types. Overall, most corpus indices used in this study showed poor predictive power of changes in test scores, and it was revealed that the mock TOEIC test is an evaluation tool lacking in authenticity. This paper contributes to the academic literature by demonstrating the possibility of using a corpus index as a usefulness verification tool. Usefulness verification can be established by examining the causal relationship between the repeated actual scores of the mock TOEIC test and the corpus index.

Unlike Invariable tonality, which has a fixed pitch, Variable tonality exhibits dynamic changes during the pronouncing process. Among them, Tone 3 sandhi belongs to intangible modulation that leaves its appearance intact, but only makes temporary changes when pronounced, so Chinese learners have great difficulty in acquiring it. This study discussed the acquiring pattern of Tone 3 sandhi in Korean learners, and examined whether Chinese level and learning period affect Tone 3 sandhi through an experimental study. The results showed that, It was difficult for Korean learners to acquire 3+2 and 3+3, while 3+1 and 3+4 are relatively easy to acquire. Although the number of modulation errors of higher learner decreased noticeably as the learning period increased, the lower learner did not show much difference, and rather showed a reverse development from 3+3. Based on experimental results, this study makes several suggestions on Chinese tonal training.

This study aims to analyze the current use and efficacy of the EBSe English Textbook program to facilitate the continued development and improvement of the program. The survey respondents were students, parents, and teachers who have used the EBSe English Textbook program for teaching and learning English. This survey sought to gain feedback on three main categories: current usage, satisfaction and efficacy, and suggestions for improvements to the EBSe English Textbook program. A total of 1,947 responses to the survey were collected. The analysis of the survey data reveals that many students, parents, and teachers used the EBSe English Textbook program. In addition, most of users who have used the program were highly satisfied with the effectiveness of the EBSe English Textbook program. The efficacy of the program was shown to be positive in the following four major objectives: showing complementary effect on school English education, forming a regular habit of English learning, increasing interest in learning of English, and reducing the cost of private education. But EBSe program was still insufficient to solve the problem of private education expenses, and there were many requests for improvement and update. Respondents showed great interest in the EBSe English Textbook program and suggested several areas of improvement. Based on these findings, we suggest further improvement and development of the EBSe English Textbook program to facilitate an brighter future for the program.

This study analyzed the usage of synonyms "nareru, najimu, shitashimu". The analysis results are as follows. ①"Nareru" represents a change in state. Object promotes change, therefore subject changes. Accordingly, subject is the person, body part, and animal. Thing cannot be subject. "Nareru" has nuances of “not good at object, not fond of object at first". ②"Najimu" represents the result of a change in state. In other words, subject naturally (habitually) feels comfortable as time passes. "Najimu" does not have nuances of “not good at object, not fond of object at first". In the case of "najimu", subject is the person, thing, and body part. The causative form is often used. ③"Shitashimu" is used when subject enjoys object and acts positively. Therefore, only person can be subject. "Shitashimu" does not have nuances of “not good at object, not fond of object at first". The passive form is often used.

This paper attempts to demonstrate that interpreting is a specialized field that requires domainspecific expertise. and thus being bilingual only is insufficient to perform interpreting successfully. This paper also presents different interpreting modes for which domain-specific interpreting knowledge and skills are necessary to achieve successful interpreting outcomes. This suggests that it may be difficult to expect untrained bilinguals to perform interpreting accurately even with bilingual proficiency. Moreover, through empirical studies this paper compared interpreting performance quality of interpreters with that of untrained bilinguals and provided evidence that untrained bilinguals were not competent enough to perform a good interpreting task on account of lack of interpreting-specific skills. Thus, the distinction between interpreters and bilinguals is called for, and what differentiates interpreters from bilinguals---note-taking and working memory skills, linguistic and extralinguistic abilities, and code of conduct---results from training tailored only for interpreting.

The main purpose of this study is to compare the English education system in two different countries: Germany and China. In order to examine distinct features and characteristics in each country, this research conducts an in-depth analysis of eight secondary school English teachers’ semi-structured interview data, listening to their voices, especially in the context of various factors: the importance of English education and testing culture from a sociocultural perspective, the contexts of an English classroom, teaching methods and approaches as well as English assignments and extracurricular activities. The findings reveal that the insights gained from the analysis of teaching and learning environments in Germany may be of important consideration for English teachers in China in terms of equality between public and private education, class size, interaction between a teacher and students, the use of English for teaching, types of assignments, various teaching methods and approaches for listening, reading, writing, and speaking.