Earticle

This paper explores a group of lexical bundles identified in a corpus of research article (RA) introductions in applied linguistics written by native speakers of English and second Korean learners of English for Academic Purposes (EAP). In a further step in this analysis these lexical bundles were matched to the moves and steps which fulfill communicative functions of RA introductions (Swales, 2004). The findings show that considerably different lexical bundles were used in each step in the two corpora while some lexical bundles were exclusively identified in one step in a move. In addition, it was found that two groups of writers have different priorities for selecting lexical bundles in terms of function in each move/step. This study provides pedagogical implications by establishing English experts’ bundle-move connection as a yardstick for EAP writing instruction. Longitudinal analysis of the emerging patterns is needed in the future studies.

Although the use of Grammatical Metaphor (GM) has been regarded as one of the representative features of academic writing in the framework of Systemic Functional Linguistics (SFL), not many studies have explored its role in second or foreign language writers’ writing quality. This study aimed to discover the potential relationship between GM development and argumentative writing quality of advanced Korean EFL learners, while controlling for their overall language proficiency and reading comprehension ability. The findings from this study unveiled significant contribution of the use of both premature and mature GM and also identified transcategorization as the specific GM that has relatively stronger predictability of writing quality. The results from current research yield meaningful pedagogical implications for writing instruction in Korean EFL contexts.

The aim of this study is to apply flipped learning in teaching General English courses in university and examine its impact on English self-efficacy and students’ English achievement. The researcher implemented flipped learning by recording videos based on the students’ textbook and up-loading those videos on the SNS before each lesson to provide opportunities for active interactions in class. The students of the experimental group (n=56) were required to learn through SNS the videos to learn in the pre-class. They also practiced what they had learned under the teacher’s supervision by completing collaborative tasks in groups or pairs. Meanwhile, the control group students (n=66) received in-class only traditional English teaching. The statistical analysis of the results showed that adopting the flipped learning strategy appeared to play a role in enhancing the students’ English self-efficacy and English achievement. Also the students’ responses indicated that their satisfaction towards the flipped learning is positive.

This paper explores the historical development of English education in Korea regarding the second and third National Curriculum period. By using the historical research method which analyzes newspaper articles in four major newspapers in Korea, we compared the similarities and differences between these two periods. The research questions are: 1) what are the characteristics of the second National Curriculum? 2) what are the characteristics of the third National Curriculum?, and 3) what is the implication of these previous curricula on the current English education in Korea? It was found that the second National Curriculum Period showed steady development in English education in terms of its emphasis on oral skills instead of the traditional emphasis on reading and grammar skills. However, the lack of coherence among various English textbooks, the lack of English teachers fluent in English, and the exam-oriented social atmosphere were the significant challenges in fully implementing the second National Curriculum. The third National Curriculum Period overlaps with the Yushin Regime propagated by the late President Park Junghee. During this period, a systematic effort to introduce communicative language teaching continued, whereas the exam-orientation persisted which made the English class employ teacher-centered grammar-translation methods. This paper concludes with educational suggestions and future research directions.

This study investigated the structural and functional differences between formulaic sequences in College Scholastic Ability Test (CSAT) and SAT reading assessment texts. The results of the RANGE program showed that SAT used more diverse and difficult words compared to CSAT. The frequency analysis revealed that CSAT used more formulaic sequences than the SAT counterpart. This suggests that CSAT used more repeated expressions, whereas SAT used diverse vocabulary items. The structural analysis showed that noun phrases were the most dominant in CSAT, whereas prepositional phrases were pervasive in SAT. The functional analysis showed that both corpora relied heavily on referential expressions. The results indicate that referential bundles are dominantly used in institutional writing (Biber & Barbieri, 2007). In accordance with the previous studies, the results suggest that high frequency formulaic sequences can be different according to the register. In CSAT, connectives and discourse organizers were prevalent. This may be due to the characteristics of question types in CSAT. The results may indicate that formulaic sequences in texts are partly influenced by the characteristics of a register.

The purpose of this study is to suggest a sample of test tool sets for evaluating the task-based performance assessment in integrative teaching of the French language and culture. For this purpose, this study analyzed the characteristics of task-based performance assessment, the communicative competence of Hymes, Canale, Swain, and Bachman, and the cultural competence. In addition, this study investigated the competences of learner/user that Common European Framework of Reference provides. The following results were drawn: 1) assessment criteria: language competence(knowledge of language system, discourse competence, sociolinguistic competence), cultural competence(cultural knowledge, attitude, competence), task performance competence (procedural knowledge, performance competence, strategic competence), 2) subcategory and construct, and 3) self-assessment and peer assessment.

Le but de cette étude est de suggérer un échantillon d’ensembles d’outils de test pour évaluer l’évaluation basée sur les performances des tâches dans l’enseignement intégratif de la langue et de la culture françaises. À cette fin, cette étude a analysé les caractéristiques de l’évaluation basée sur la performance des tâches, la compétence communicative de Hymes, Canale, Swain et, Bachman et la compétence culturelle. En outre, cette étude a examiné les compétences de l’apprenant/utilisateur fournies par le Cadre européen commun de référence. Les résultats montrent: 1) les critères d’évaluation: compétence linguistique(connaissance du système linguistique, compétence du discours, compétence sociolinguistique), compétence culturelle(connaissance culturelle, attitude, compétence), compétence d’exécution de la tâche(connaissance procédurale, compétence d’exécution, compétence stratégique), 2) sous-catégorie et construction, et 3) auto-évaluation et évaluation par les pairs.

Despite the extensive research on second language learning motivation, very little research has been conducted with Chinese learning motivation and the focus of the research has been limited mainly to identifying types of motivation. Considering the popularity of Chinese as a second language and the lack of research on Chinese learning motivation, the study aims to illustrate the process of motivational changes in learning Chinese from the sociocultual perspective. The data were collected from the researcher’s own autobiographic diary written while she was learning Chinese. Using the framework of an Activity Theory, the data were analyzed to find factors affecting the participant’s motivatonal changes. The findings indicate that the participant’s motivation was affected by dynamic interaction of mediational tools, relationships within the community, and different roles of the learner. The findings imply that the level of motivation is affected by how the learner resolves the tensions among those factors to move forward to the goal of becoming a multilingual speaker. The study may provide a methodological insight into L2 motivation research by analyzing and describing a longitudinal Chinese learning experience from a first-person point of view.

在第二语言习得的研究领域中，第二语言学习动机的研究为最广泛研究的课题 之一。而除了英语之外，对其他第二语言学习动机的研究并不多。最近随着汉 语作为第二语言受到越来越多的关注，学习汉语的人也大大增加了。目前对汉 语学习动机的研究却十分不足，其研究领域也仅仅限于识别汉语学习动机的类 型。从这一点来看,有必要了解学习者在学习汉语的过程中所经历的动机变化及 影响这些变化过程的主要因素。本研究旨在从社会文化的角度阐释汉语学习动 机变化的过程。这些资料来自研究人员在学习汉语时所写的自传日记。利用活 动理论的框架，就资料进行分析并找出影响学习者动力变化的因素。研究结果 表明, 汉语学习动机受到以下几点因素的影响，即学习目标，能够具体实现这一 目标的媒介工具, 学习者和教授者之间的关系及学习者的不同角色。本研究证 明，第二语言学习动机取决于如何设定学习目标, 如何解决学习者在实现目标过 程中所遇到的问题。本研究的意义在于从第一人称的视角分析第二语言学习动 机的变化因素，从而为第二语言学习动机的研究提供了一种崭新的观点。

The purpose of this study is to analyze two greek prepositions (‘apo’ and ‘se’) and learners’ errors to suggest comprehensible instruction in general. To express spatial meaning, the Greek language uses almost exclusively combinations of local adverbs with prepositions, especially ‘apo’ and ‘se’, with certain case while the Korean language uses ‘adverbial particles’. The first investigation is to look into the meanings of greek prepositions, especially ‘apo’ and ‘se’ which are ‘primary’ prepositions in the Greek language. It is necessary to analyze how they are expressed in the Korean language due to set instructional direction to Korean learners. There are many adverbial particles which correspond with each meaning of two greek prepositions so that it is not that clear for Korean learners to understand scattered semantic category of each preposition. Subsequently we will analyze learners’ errors of their use of prepositions. The result shows that the learners are problematic to use ‘apo’ and ‘se’ properly. In some cases their use of the prepositions seems mixed up. It is important to know problematic points of greek prepositions ‘apo’ and ‘se’ to Korean learners to set some efficient instruction. At the conclusion, there are some suggestions on the effective teaching of greek prepositions ‘apo’ and ‘se’ especially in ‘complex prepositions’ using images and example sentences.

Ο σκοπός αυτής της μελέτης είναι να αναλύσουμε δύο ελληνικές προ θέσεις («από» και «σε») και τα λάθη των μαθητών προκειμένου να π ροτείνουμε κατανοητή διδασκαλία. Για να εκφράσει χωρική έννοια, η ελληνική γλώσσα χρησιμοποιεί σχεδόν αποκλειστικά συνδυασμούς τοπ ικών επιρρημάτων με προθέσεις, ειδικά «από» και «σε». Ενώ η κορεατ ική γλώσσα χρησιμοποιεί «επιρρηματικά μορφήματα». Αρχικώς, εξετάζ ουμε τις έννοιες των ελληνικών προθέσεων, ιδιαίτερα «από» και «σε» που θεωρούνται ως «βασικές» προθέσεις στην ελληνική γλώσσα. Είνα ι απαραίτητο να αναλυθεί πώς εκφράζονται οι δύο προθέσεις στην κ ορεατική γλώσσα, λόγω της κατανοητής καθοδήγησης των κορεατών μαθητών. Υπάρχουν αρκετά κορεατικά μορφήματα που αντιστοιχούν σε κάθε έννοια των δύο προθέσεων, έτσι ώστε να μην είναι σαφές για τ ους Κορεάτες μαθητές να κατανοήσουν τη σημασιολογική κατηγορία της κάθε πρόθεσης. Στη συνέχεια θα αναλύσουμε τα λάθη των μαθη τών σχετικά με τη χρήση προθέσεων. Το αποτέλεσμα δείχνει ότι οι μαθητές είναι προβληματικοί να χρησιμοποιούν σωστά «από» και «σε ». Σε ορισμένες περιπτώσεις, η χρήση των δύο προθέσεων μπερδεύετα ι. Είναι σημαντικό να γνωρίζουμε τα προβληματικά σημεία στην εκμά θηση των προθέσεων «από» και «σε» για τους Κορεάτες μαθητές. Επί σης χρειάζεται να θέσουμε κάποια αποτελεσματική καθοδήγηση. Τελι κά στο παρόν άρθρο προτείνονται ορισμένοι τρόποι για την αποτελεσ ματική διδασκαλία των ελληνικών προθέσεων «από» και «σε», ειδικά σε μορφή «σύνθετες προθέσεις» με εικόνες και παραδείγματα.

The purpose of this study is to analyze how grammatical patterns of command in using hedge strategies function based on the principle of relative status in the Korean language. In order to accomplish the purpose, types of command in using hedge strategies are classified. The results showed that grammatical patterns of command are functioned to save the listener’s face from a listener’s viewpoint, and to strengthen details of propositions used from a proponent’s viewpoint. Also, from a speaker’s viewpoint, they are functioned to reduce the burden of command acts, and to agree with others implicitly or to follow his or her role demanded in the conversation. It also indicated that specific patterns are selected depending on language users, and context factors such as listeners’ reactions, hierarchical relations among listeners and speakers, their closeness to each other, location and formality of context, and publicity of their topics. Based on the findings, a pedagogical implication is suggested to provide language users’ multi-faceted competence in Korean.

This paper aims to explore how Korean-Chinese bilingual speakers process Korean final ending -ko. Korean-Chinese bilingual speakers from Yanbian participated in the masked priming experiments through a word judgment task. The masked priming experiments were designed to compare the subjects’ response under three different prime-target conditions: Identical Condition, Unrelated Condition, and Test Condition. The participants’ response time in the experiments was statistically analyzed in two different ways: i.e., subject (F1) analyses and item (F2) analyses. The results of both the subject analyses and the item analyses revealed full priming effects, as is usually found in native speakers’ morphological processing. These findings indicate that Chinese-Korean bilingual speakers are sensitive to each combining morpheme of morphologically complex words including Korean final ending -ko and their processing of the words are not dependent upon the lexical storage of the full form.