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The purpose of present paper This study examined the usage patterns of the English preposition “over,” as produced by native speakers and Korean learners of English. Data from COCA and KLCE were analyzed, focusing on eight key semantic categories, including physical position/movement, control/authority, and comparison/superiority. The findings revealed significant differences between the two groups: Native speakers employ “over” flexibly across a wide range of categories, demonstrating its use in both literal and abstract contexts. In contrast, Korean learners display a strong reliance on the spatial meaning of “over,” with limited application in abstract categories. A χ² test confirmed the statistical significance of these differences, and the Cramér’s V of 0.195 indicated a moderate association between group membership and usage patterns. These results underscore the impact of L1 influence on prepositional usage and suggest that Korean learners will benefit from targeted instruction focusing on the metaphorical and abstract meanings of “over.” The paper concludes with pedagogical recommendations.

This paper explores the use of machine translation in English reading comprehension classes, focusing on how it can be effectively integrated. It compares students’ translations, machine translations, and post-editing results for English-Korean translation, analyzing errors in each. Fourteen students were asked to translate materials without machine translation (students’ translation), and then to correct errors in machine translations (post-editing). The results show that machine translation and post-editing were more efficient and accurate than students’ translations, indicating that machine translation can be a valuable tool in these classes. However, the study also highlights the need to improve students' basic knowledge of English vocabulary and syntax to better identify and correct machine translation errors. A survey showed that participants viewed machine translation as accurate, useful, and helpful, with a positive outlook on its future use in classes. The paper suggests that machine translation has potential for enhancing English reading instruction, given proper guidance and preparation.

This study examines the linguistic landscape of JGEC, an educational hub in South Korea established to foster international education and English proficiency. Through analysis of 436 public signs, this research explores the visibility and role of languages in JGEC, focusing on English prevalence alongside Korean. Using Backhaus's (2007) framework, the study categorizes signs as monolingual or multilingual and distinguishes between top-down and bottom-up signage. Findings indicate that nearly 80% of signs contain English, either solely or alongside Korean, aligning with the city's international mission. Bottom-up signage dominates, reflecting residents' active role in promoting a bilingual environment. The presence of part-writing patterns emphasizing accessibility highlights JGEC's commitment to inclusivity. These findings demonstrate how targeted language policies can shape multilingual spaces supporting global engagement while maintaining local languages, contributing to linguistic landscape research in international education settings.

This paper explores the pedagogical benefits of utilizing short stories in English language teaching. Short stories, characterized by their concise nature and rich content, offer unique opportunities for language acquisition, cultural understanding, and critical thinking. The paper delves into the concept and characteristics of short stories, highlighting their suitability for learners of different ages and levels. The paper presents criteria for selecting appropriate short stories, considering factors such as length, difficulty, theme, and cultural value. It also outlines a teaching model incorporating pre-reading, while-reading, and post-reading activities to guide teachers in effectively utilizing short stories in their classrooms. The study emphasizes the motivational aspects of short stories, their potential to enhance language skills, and their role in fostering cultural awareness and critical thinking. By incorporating short stories into their teaching practices, educators can create engaging and meaningful learning experiences for their students. Therefore, this study aims to examine the validity of utilizing English short stories as English educational materials, focusing on previous research, and to explore teaching methods for integrating short stories into actual high school English instruction. To achieve this, it investigates applicable teaching methodologies based on the stages of reading instruction for short stories and develops a lesson plan using The Old Man and the Sea by Ernest Hemingway.

This study conducts a comparative analysis of graduate programs in Translation and Interpreting (T&I) across six prominent institutions located in Korea, China, the USA, Australia, and Europe. By examining the curriculum structures, the research highlights how each institution integrates practical skills, theoretical knowledge, and technological training. The findings reveal diverse educational strategies aimed at preparing students for a globalized, technology-driven industry. While some programs emphasize practical training for immediate job readiness, others prioritize theoretical coursework to deepen linguistic and cultural understanding. The integration of technology varies, reflecting different approaches to equipping students with digital competencies. This analysis underscores the need for balanced T&I education that fosters adaptable, analytically skilled professionals capable of navigating the evolving challenges of the field. The study provides insights into optimizing T&I curricula to meet the demands of a dynamic and diverse global market.

Human narrative data has developed so far as they have undergone many changes over the years. Among them, the use of bamboo slips before the invention of paper was used as a very important narrative tool in East Asia. The three countries in East Asia, Korea, China, and Japan all used interpolation in different countries, but China, which used interpolation for a long period of time, and the role of Korean interpolation, which was influenced by such China, have a very important influence on the history of Chinese characters. Reading is basically heavily influenced by narrators, narrative materials, and environments. Therefore, in this paper, I would like to examine the form and internal 容of Korea and China, compare and examine the typefaces, and examine in detail what similarities and differences there are between Korea and China. This is expected to help a lot in research on the history of East Asian Chinese characters as well as the impact of narrative materials on font research in the future.

This study examines the effectiveness of the construction method for “open texture” in enhancing interpretation quality in Korean-Chinese simultaneous interpretation. To this end, a simultaneous interpreting experiment was conducted with students enrolled in a graduate school of interpreting and translation in China. This study conducted statistical analysis to compare the frequency of the usage of open texture method and interpretation errors before and after the targeted education and training. The results showed a significant reduction in interpretation errors following intensive education and training on the construction method for Open Texture. Thus, it demonstrated the effectiveness of the Open Texture method in improving the quality in Korean-Chinese simultaneous interpretation.

Japanese and Korean both use many Chinese characters and have many vocabulary in common. However, even words using the same Chinese characters can have different usages. When “kindai-teki/geundae-jeok”, “gendai-teki/hyeondae-jeok” is used in “ideology and system”, “social issue”, “art and design” the usage is determined by the era of the subject in Japanese and Korean. However, when “gendai-teki/hyeondae-jeok” is used in “art and design” it gives the impression of innovative and avant-garde in Japanese and Korean. When “geundae-jeok”, “hyeondae-jeok” is used for “architecture, facility, landscape”, “technology, method, device” the usage is determined by the era of the subject in Korean. In contrast, the characteristics of modernization, such as mechanization and enlargement determine the usage in Japanese. Therefore, “kindai-teki” is used for objects that have the characteristics of modernization, even if the object's era is the present day. And when “gendai-teki” is used for “architecture, facility, landscape”, “technology, method, device” it gives the impression of innovative and avant-garde as “art and design” in Japanese.

This study employs an empirical research method to examine dialogues in initial online interactions between native Japanese speakers and Chinese learners of Japanese. It focuses on analyzing speech styles in online contact situations, particularly exploring the characteristics of speech style acquisition by Chinese learners of Japanese. The findings indicate that in Sino-Japanese online interactions, the speech style predominantly employed is the polite form. While the most frequently used sentence-ending form in these online interactions is the "desu/masu" form in conclusive-clause utterances. When downshifting from the polite to the non-polite style, both Chinese and Japanese speakers tend to use conclusive-clause utterances in the "da" form. The reasons and effects of this downshifting to the non-polite style were analyzed. Native speakers typically downshift to manage psychological distance and facilitate interaction, whereas learners do so to enhance language output and information transmission. As a result, downshifting by native speakers yields positive politeness effects, while it has neutral effects when performed by learners.

In this paper, I used a corpus to analyze a large amount of usage and clarified the meaning and differences in usage of the synonymous words GUAI and CHôSI. The following points were made clear through this survey: 1) Comparing the frequency of appearance in the TWC, GUAI is about 1.7 times more common than CHôSI. When teaching synonyms, it is necessary to introduce them in the order of GUAI, CHôSI. 2) GUAI is primarily used in official texts and situations such as National Assembly minutes, public relations papers, and white papers, while CHôSI is more commonly used on the web, where private conversations are the norm. 3)I extracted and compared the semantic features of nouns in the patterns "noun+no+GUAI(CHôSI)" and "noun+GUAI(CHôSI)", and established a semantic criterion for distinguishing between GUAI and CHôSI. 4)Noun modification pattern is a typical form of CHôSI and on the other way the compound noun pattern is a typical form of GUAI. 5)When modified by a noun, GUAI describes the state of natural phenomena, illness or injury, physiological phenomena, cooking, deterioration, curvature, etc., whereas CHôSI tends to describe the state of machines or tools, the body or mind, skill, color or tone, etc. 6)In the case of the antecedent noun in a compound noun, GUAI expresses the degree of a state, pattern, change, sensation, etc., while CHôSI tends to express the progress of things. 7)In the pattern of noun modification, nouns that describe body parts, people, or animals can be modified by both GUAI and CHôSI.