Earticle

The purpose of this paper is to argue that the theories of language production and comprehension adopt the predictive process of the brain. Predictive processes can be found in many domains of language: discourse, syntactic, semantic, and phonological domains. In the discourse domain, the predictive process is found in the conversations that take turns in about 200 milliseconds. Syntactically anomalous structures, e.g., garden-path sentences, elicit a large positive wave (P600), indicating the unexpectedness of the structure. Semantic prediction is exhibited in an evoked response (N400), whose amplitude is modulated when a given word is not congruous in a context. A phonological rule of a mother tongue also creates predictions about phonologically legal forms in pseudowords. The predictive mechanism of the brain is supported by neurological studies: Bar et al. (2007) show the default mode or baseline of the brain areas (Raichle et al. 2001) overlap with the regions activated by tasks that recruit associative processing. This means associative activation equals the process of the brain's baseline state. Bar et al. (2007) propose that continuous generation of predictions is derived from associative processes and analogical mapping of the brain. This study proposes that language production and comprehension theories employ this predictive process of the brain in that prediction seems to affect speech errors as well as implicature recovery.

This study aimed to measure the rate of speaker appearances by examining video footage of individualized interviews from the television program, Tales of Modern Korean History: TV Autobiographies. The appearance rate was calculated based on the possibility of observing the speaker’s facial expressions. Speakers appeared in approximately 80 per cent of all conversations, however, the ratio varied according to the role of the speaker and type of speech. The conversations were classified into three speech categories: expressing agreement, questioning, and expressing neutral opinions. The rate of expression of agreement was the lowest compared to the other categories while the rate for questioning was similar to that of expression of neutral opinions. Moreover, the rate of speaker appearance for all categories was higher for the interviewee than the interviewer. The proportion of a person’s appearance within the video footage also differs for the interviewer and interviewee, with a full body shot of the speaker often used at the beginning of the questioning process. Additional studies need to be conducted on other television programs, to confirm the generalization of this trend specific to Korean interview-based television programs.

The purpose of this study was to find out how high school students view emergency remote teaching and learning in the form of online English class operations during the COVID-19 pandemic. Two hundred and twenty high school students from a high school in Seoul participated to complete the questionnaire with 30 closed questions and 5 open-ended questions. For the analysis of the study, exploratory factor analysis, t-test, and descriptive statistics analysis were conducted by the use of SPSS 27. In teacher factor, learning effect factor, and system factor, students with high- intermediate English proficiency were more satisfied than students with low-intermediate English proficiency. There was no significant difference in the learner factor. They cited accessibility and convenience as advantages of online classes whereas lack of communication and interaction, difficulty in concentration and immersion, and online network instability as disadvantages. Based on the results of the study, several pedagogical implications for future online English classes were proposed.

The ‘pànduànjù (判断句)’ (mediaeval Chinese assertive sentences) occupies a very important role as it demonstrates massive changes in aspects through several forms throughout its transformative process of the Chinese language. A total of 1,291 examples emerged after examining several pànduànjù forms that appear in the book of Han Fei Zi written at the end of the Warring States Period(戰國). The emergent frequency rate of the modal particle(yǔqìzhùcí/语气助词), yě(也), which indicates the particle of the pànduàn was 58.6% (757 cases) which was a lot higher than the pànduànjù forms that did not have the modal particle yě which was calculated to be 41.4%(534 cases). Amongst all the 13 different kind of pànduànjù forms, the verbal pànduànjù form was the highest with 27.9%(360 cases) indicating that the 325 cases where the modal particle yě(也) does not appear is relatively higher than the 35 cases where the modal particle does appear. Within this phenomenon, the usage rate of wéi(爲) gradually increased while one shì(是) appeared demonstrating that it began to act as a pànduàncí (判断词) although this practice wasn’t quite as universal during this period. In addition, the emergent frequency rate of the adverb which enhances the pànduàn function because it is used in front of the predicate was 18.6% (240 cases) making the usage rate even wider across the board. Also, in the case of the predicate, although there were many emergent cases of noun predicates, most of the predicates were in the forms of adjectives, adjective phrases, verbal phrases and verb objective phrases.

This paper aims to investigate the shift of the cohesive device ‘personal pronoun’ in English-Korean translation and the importance of the instruction about cohesive devices including personal pronouns to help students achieve better translation quality in English-Korean translation. In order to compare the translation errors of the cohesive device ‘personal pronouns’ between student and machine translations, we examined what errors both the translations made in the cohesive device translation. Machine translation produced a lot of literal translation and hence created awkward and unpractical sentences in the target text. The comparison of the first and second translations produced by Korean students shows that there is a big difference in the error number between the two translations, which proves their quality in translation. Hence, the difference in the translation quality about cohesive devices between the first and second translations implies that instructions about cohesive devices are necessary to enhance their cohesion-related translation skills.

In the 30 years after establishment of diplomatic relations between South Korea and China, Korean studies in China have made substantial, high-level and extensive academic achievements. However, due to reasons such as a language barrier, the mutual communication between Korean studies in China and the world is insufficient. Therefore, in this special time node of 2022, it is necessary to summarize the development history of Korean studies in China and introduce it in English for reference by international researchers engaged in Korean studies. Korean studies in China still have defects such as unbalanced development of ologies, insufficient original research and unclear international positioning. In the future, it is necessary to strengthen the investment in aspects such as ology construction, research quality and international cooperation, so as to improve the existing problems. It is worth mentioning that due to the special relationship between China and North Korea, Chinese researchers are able to play their unique role in the academic dialogue between South Korea and North Korea and internationalization of Korean studies, which is of great significance to the development of Korean studies in the world.

This study investigates how intercultural reading texts can foster critical cultural awareness in EFL course books and how critical cultural awareness of learners is reflected. The study is administered in a qualitative research method by analyzing triangulation data from four different EFL course books. The data are analyzed using the content analysis approach after examining the general distribution of Intercultural (IC) reading texts and activities based on Sobkowiak's framework. There are contrastive distributions among four EFL coursebooks. One of the noticeable points in this study is that the EFL coursebook focused on reading skills demonstrates the higher distribution of 'Interpreting visual and verbal cultural representations,' which were mainly focused on native English-speaking cultures. On the contrary, the other EFL coursebook for reading skills focuses on 'reflecting on values, beliefs, and behaviors 'with various cultural elements. Based on these different results from the study, critical implications are made concerning participants' Critical Cultural Awareness (CCA).

The purpose of this study is to look through the applicability of how what has been done in linguistic research can be used in language teaching and learning. Instead of investigating linguistic theory or language education in an intensive manner, this study is to explore how a discourse-functional linguistic approach can be applied to actual language education. In other words, it can be said for the current study to be a discussion on the necessity of a functional approach in English education. To this end, we briefly review the flow of linguistic research. First of all, we look at the formal approach that emphasizes rules. Then, our talk mainly takes a closer look at the discourse-functional approach whose linguistic analysis and understanding might be very useful in actual language teaching and learning. We continue to look at the flow of English education. The change from the traditional method to the recent communication-centered one has been briefly reviewed. The former is based on strict rules and the latter on actual language use. Based on the linguistic approach, it is examined how such an approach can be usefully active in communication-oriented language education. To this end, the necessity of a functional approach is dealt with in the following cases: passive voice, there-construction, progressive aspect, and question.