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This study compares Exceptional Case Marking (ECM) constructions in Korean and English, with a specific focus on the challenges encountered by Korean English learners. While participants demonstrate a strong grasp of pronoun case usage in English sentences, they encounter difficulties when ECM constructions involve an object with nominative case endings in the Korean translation, a unique feature of Korean ECM. Participants, despite self-assessing as low-proficiency English learners, display high accuracy in choosing the correct pronoun cases in various sentence positions. However, challenges emerge when ECM constructions incorporate objects with nominative case endings in Korean, leading to a substantial percentage selecting nominative case pronouns over the expected accusative case. This study places a critical emphasis on unraveling the syntactic distinctions between Korean and English ECM constructions. The findings carry substantial implications for understanding and addressing cross-linguistic influences on language learning.

The study investigates the acoustic features of eight Korean monophthongs produced by Jeju Korean speakers in their 20s as a function of speaker gender. For the acoustic analysis, vowel duration, F0, and the first three formants (F1, F2, F3) were measured using the PRAAT. The study results showed that the main effects of vowel and speaker gender on duration indicated that male speakers had a longer duration than females, and for the vowel quality, the vowel /아/ had the longest duration while the vowel /으/ had the shortest. As for the main effect on F0, the female speakers had a higher F0 than male speakers. However, no main effect of vowels on F0 was found for either gender. With regard to the first three formants, main effects of vowel and gender on F1, F2, F3 were observed. On the sound change, Jeju Korean speakers made a distinction between the two vowels /에/ and /애/, revealing that the vowel /애/ was pronounced in a higher and more fronted tongue position than the vowel /에/ for the both genders. For the vowels /우, 오, 으/, it was demonstrated that Jeju Korean has been undergoing a sound change, indicating that the vowel /오/ was raised and the vowel /우/ was fronted, and subsequently, the vowel /으/ was fronted, as in Seoul Korean. For the vowel classification, it was suggested that in addition to F1 and F2, F3 and duration could be used as additional acoustic parameters rather than F0 in Jeju Korean.

This study attempts to investigate how AI-based technology, AI-recognition/recording application (Clova Note), affects language learners' use of metacognitive strategies when acquiring speaking skills using a metacognitive scaffolding tool. The study employed a mixed research method to obtain an integrative understanding of the learning effect. The garnered data were analyzed using paired sample t-test to compare pre-test and post-test and one-way ANOVA to assess the effect of using metacognitive strategies for speaking. The results from the study can be summarized as follows. First, language learners perceived that using AI-based Apps activated their awareness of accuracy and fluency in language learning. Second, this AI-based metacognitive scaffolding tool promoted problem-solving of metacognitive strategy, indicating that learners could manage their learning difficulties in speaking activities. Third, among the five sub-scales of speaking competence, comprehension and pronunciation were found to be the most effective. Upon these findings, noticeable pedagogical implications were discussed.

This study aims to investigate the effect of the use of AWS as a way of feedback on college students’ development of syntactic ability. Based on the theory of constructivism, a quasi-experimental research was conducted, which lasted one year and involved 80 college students as participants. The students were divided into a treatment class(n=40) and a comparison class(n=40). Writing Roadmap 2.0 was used as the way of feedback for the students in the treatment class and traditional teachers’ feedback as the way of feedback for the students in the comparison class. To guarantee the validity of this research, the students in the treatment class and the students in the comparison class were taught by the same teacher, and the teaching time and teaching syllabus were the same. The syntactic ability was represented by syntactic fluency, accuracy, and complexity of compositions. After one year’s experimental teaching, the students in the treatment class outperformed those in the comparison class in terms of fluency and complexity. As for the accuracy, both classes had similar performance. And compared with traditional teachers’ feedback, the use of AWS has more advantages. Thus, the use of Writing Roadmap 2.0 in college English writing can have a positive effect on the development of college students’ syntactic ability. These findings triggered several pedagogical implications.

The purpose of this paper is to describe the difference between the meaning and usage of the synonyms KIKEN and RISUKU through a survey using corpus. 1.KIKEN and RISUKU have a common meaning of 'the possibility of undesirable events or negative consequences'. 2.In the case of complex nouns KIKEN represents prediction and prevention of dangerous areas, places, substances, people, actions, or risks, whereas RISUKU represents management and evaluation of risks. 3.In the case of receiving the formula of a NO noun, KIKEN represents a risk of body, life, or disaster, whereas RISUKU related to economic activities. 4.In the case of receiving a basic verb modification, KIKEN indicates the risk of making a mistake, an incident, an accident, etc., whereas RISUKU economic loss. 5.RISUKU tends to represent a risk to be borne, suppressed, managed, whereas KIKEN is detected, predicted, avoided.

This study aims to elucidate the various functions related to discourse and politeness of 'ano' and 'nanka' used as fillers. The results are as follows. 'ano' indicates various functions including 'prelude to thinking,' 'adjusting the flow of conversation,' 'maintaining the right to speak in the middle of a conversation,' 'drawing the listener's attention,' 'facilitating comfortable communication,' 'showing respect for the other's proposals,' 'adjusting the flow of conversation,' and 'introducing new topics or information.' 'nanka' indicates various functions including 'organizing one's own emotions or thoughts,' 'adjusting the flow of conversation,' 'keeping the conversation going without interruption and maintaining the right to speak,' 'drawing the listener's attention,' 'reducing tension or discomfort,' 'showing consideration and empathy,' 'adjusting the flow of conversation,' and 'indicating an introduction to a new topic.' The distinction in their use is such that 'ano' is an accepted expression in situations involving "requests" and "proposals," while 'nanka' is an accepted expression in the context of "proposals" concerning the interlocutor's face. In situations that concern one's own face, along with 'ano' and 'nanka', they are used in expressions of "self- praise" and "expression of dissatisfaction.

In interpreting teaching, the teacher should make full use of the wash-back effect of interpreting tests, advocate visual assessment of learners’ interpreting ability through tests, and introduce scaffolding instruction to carry out a more individualized and targeted approach of teaching, maximizing the teaching effect based on learners’ developmental level of interpreting ability. Based on this theory, this study analyzes the test results of Chinese-Korean consecutive interpreting of a group of Chinese students and studies their individual differences. According to the individual differences among learners, this study classifies the scaffolding types into four categories: intellectual, strategic, reflective, and practical, and proposes a scaffolding teaching plan suitable for interpreting courses in five aspects: source language content reduction, source language logic reduction, target language organization, target language fluent output, and target language oral expression.

Language imbues the material world with cultural significance and facilitates the spread of culture. In this process, the development of language influences the direction of culture. This paper compares and analyzes the characteristics of Korean and Chinese languages in three aspects: phonetics, word order, and passive sentence structure. It discusses the influence and shaping role of Korean and Chinese linguistic features on the linguistic phonetic aesthetics, ways of thinking, and subject-object consciousness in Chinese and Korean cultures. The aim is to analyze the essence of culture through language characteristics and promote understanding in cultural exchanges.

Drawing on Bourdieu’s reflexive sociology, this paper takes HanKang’s English and Chinese translations of The Vegetarian as a case study. It first examines the distinct translating habits developed by Deborah Smith and Hujiaotong during their educational, social, and other socialization processes. Then the paper analyzes the influence of the unique impact of the two translators’ habits on their translation efforts in terms of translation principle and translation strategies. Additionally, the paper makes a comparison of the two translations from the perspectives of three different factors: field’s alteration, aesthetics focus, and translator’s visibility or invisibility. Based upon this, the study reveals the underlying reasons, for the success of English and Chinese translation of korean literature, in the hope that both success stories can give insights into the project of korean literature “going global” at the present time.