Earticle

The study aims at examining the role of L1 background language and L2 proficiency level in acquiring the L2 fluency. For the purpose, we investigate acoustical changes of 5 suprasegmental cues by using parameters of the proficiency levels of Japanese and Chinese learners of Korean. Before the experiments, we predict that L2 learners with advanced levels of Korean and L1 background language approximated to the suprasegmental structure of Korean are more likely to acquire L2 Korean fluency. One hundred fifty two subjects with six groups ((Japanese, Mandarin Chinese) * (elementary, intermediate, advanced)) take part in the experiment with native Korean speakers as a control group. The results show that both parameters of the L1 background language and L2 proficiency levels have influence equally on the acquisition of the L2 Korean suprasegmentals. However, the extent is different. For example, the L1 effect decreased over the L2 proficiency levels; the advanced levels of both L1 groups acquired L2 Korean prosody in a similar extent. Also some acoustical cues trigger an uneven influence on Korean natives’ ratings for L2 Korean suprasegmentals; speech rate seems to be the most important cue, whereas the spectrum cues do not.

This paper aims to explore the possibility of using machine translation in English reading classes. For this purpose, 38 subjects were divided into two groups according to the TOEIC score and required to translate and submit a 386-word English text through post-editing translation after using a machine translation tool. This analysis shows the four major error types of contextual comprehension, sentence structures, pronouns, title nouns. In addition, the subjects were required to participate in the questionnaire survey related to the effectiveness of reading comprehension classes using machine translation. The research also proved how effective English reading classes using machine translation were in comparison with English grammar-based reading classes. We can find the similarities between machine translation and students’ post-editing translation in error ratio and characteristics, and the differences between the two English levels in terms of post-editing correction methods and the number of translation errors. This paper is meaningful in that this study will contribute to diversification of teaching methods and improvement of the teaching quality in English reading classes by employing machine translation in English reading classes.

It is just difficult to know what to learn in order to understand the classic phrases that often appear in modern Chinese. This paper intensively analyzed the classic sentences frequently quoted by Chinese leaders and looked at the citation situation by writers of each era, literature, and genre. As can be seen from the survey results, it can be seen that the citation rate of documents from the pre-Qin period and the Han period was the highest in terms of time. We should prioritize education and learning about the scripture. Among the literatures from the Tang and Song Dynasty, poetry and prose are cited the most, so a certain amount of study on these works is required.

This paper attempts to investigate the relationship between the source text difficulty and the quality of machine translation output. We examined the results of human evaluation of the Korean-English statutory translation by Google Translate and the source text difficulty measured in terms of lexical and terminological difficulty and syntactic complexity. The translations of two different statutes revealed varying correlation patterns examined in terms of fluency, accuracy, terminology and others. The results demonstrate that the two source texts’ syntactic complexity had a negative correlation with the machine translation quality evaluation. In other words, Google Translate was found to be weak at translating long and syntactically complex sentences. On the other hand, lexical and terminological difficulty did not have any correlation with the results of human evaluation despite the fact that statutes contain a lot of difficult words. Overall, the source text difficulty had a strong negative correlation with the human evaluation results, which was generally supported by the evaluators’ comments on fluency and accuracy errors.

The study explores the acoustic properties of stops produced by Korean speakers of Jeju and examines how they differ by comparing VOT, F0, and H1-H2 in terms of speaker gender and age. The findings indicated that as for the VOT, the lax stops increase while the aspirated stops decrease as speakers get younger. In particular, a significant change in the aspirated stops was observed for the middle-aged female speakers. For the F0, the middle-aged adult groups showed a significant difference between the lax and the aspirated stops than in any other groups, especially for the female speakers. This implies that middle-aged female speakers complement VOT with F0 when discriminating the lax from the aspirated stops. The unique acoustic characteristics that appear for the middle-aged female speakers can be explained as a temporary phenomenon, not a diachronic change. In addition to VOT and F0, it is worth noting that H1-H2 could be employed as an acoustic cue for the classification of stops. The current study suggests that the acoustic properties observed in Jeju Korean should be interpreted through sociophonetic perspectives, and in particular, the acoustic changes in the aspirated stops are worthy of notice.

This study aimed to explore the role of dynamic assessment (DA) in expanding the zone of proximal development of English as a foreign language (EFL) leaners at different levels. For this purpose, we conducted a comparative study with high- and low- level EFL learners in the writing course consisting of 8 weeks of general writing practice and 6 weeks of national writing examination preparation. We administered pre- and post-tests of a writing prompt and two questionnaires to both groups. The results showed the gap in the use of writing strategies between the two groups was reduced after the DA treatment. Students, in particular those at the lower levels, made more progress and became more aware of the various writing strategies available. Furthermore, the DA intervention increased the intrinsic interest of the two groups in the English writing process and narrowed the difference in writing scores between the two groups. Although each aspect of composition increased to a varying degree, the mean value of the language for the two groups did not reach significance. On the basis of this finding, this study suggests how and when DA intervention may be needed to improve EFL learners’ writing abilities and strategies.

This paper examines the direction of future education through a community development innovation school that is a case study for solving problems in local communities with university student-resident participation jointly by industry, government and academia. Based on the university's mission, we analyze the conceptual development process and content of the social responsibility of Japanese and Korean universities, and examine its essence. In addition, from the standpoint of solidarity between the university and society, in the process of collectively solving problems through education, the mutual responsibility of individuals and society is increased, and the social responsibility of education to promote individual self-realization and social growth. Make sense of core values. ESR explores the meaning of new education and strategies in the process of resolving social issues with new educational approaches. In the process of solving social problems, it cannot be solved by the power of individuals alone, and a network of diverse social members and social resources is required. It can provide suggestions for future education through a cyclical relationship that reflects, improves, and develops continuously in the process of solving social problems.