Earticle

This study aims to examine Korean progressive acquisition ‘-ko iss-’ of Chinese learners by level and L1 effect. For this, this study consists of Chinese and other learner’s corpus with 13,957 words. The findings are like follows. Firstly, 4 errors of 17 in an original word have ‘resultive’ meaning and 13 errors of 17 have ‘progressive in action’ meaning in the acquisition of Korean progressive acquisition ‘-ko iss-’. Secondly, the errors of Chinese and other L1 learners in the ‘-ko iss-’ obligatory texts do not reveal any statistical significance. Only Chinese learners, however, have 5 misform errors in the progressive acquisition. Thirdly, the ratio of errors decreased in Chinese learner’s progressive acquisition as the level goes up from low to high. Fourthly, Chinese learners use ‘-ko iss-’ with activity verbs in the low level. As the level goes up, Chinese learners extend ‘-ko iss-’ to accomplishment and achievement verbs; do not extend to psychological verbs. Fifthly, we found 4 counter-examples of Aspect Hypothesis that combine ‘-ko iss-’ with stative verbs.

This study aims at looking into the aspect of sociopragmatic failure of North Korean defectors occurred from values and linguistic cultural differences seen from a Cross-cultural Pragmatic point of view in relation with communication problems between the two Koreans while the defectives have lived in South Korea. This method is an approach to the culture of South and North Korea from an culture specific point of view, and tries to focus on pragmatic matters shown at doing communication owing to mutually different cultural backgrounds. However, different cultural differences brought about shortage of pragmatic competence by which communication was possible so as to fit to the context and situation, and pragmatic failure occurred accordingly. Pragmatic failure means that the intended speech of North Korean defectors is delivered with other meaning or causes misunderstanding and unfavorable results to the counterpart due to the shortage of pragmatic competence on Korean language and linguistic usage knowledge in communication between the two Koreans. In particular, this research regards the speech-producing part which makes the two Koreans feel absurdness, rudeness, and ambiguity in mutual conversations as occurred part of pragmatic failure. This study intends to focus on the aspect of sociopragmatic failure that occurs from shortage of sociocultural competence on the target language. Therefore, this study reviews the aspect of sociopragmatic failure by objecting North Korean defectors, and mainly tries to consider direct speeches from indirectness among a subcategory of sociopragmatic failure reasons and appropriateness according to contexts.

This study aimed to invent a principle of creating example sentences based on considerations given to the functions of examples in the processes of grammar learning and teaching. To that end, the functions of grammar examples were considered through the literature review in terms of understanding, use, and content. This stage was followed by the establishment of standards for analyzing the appropriateness of the examples. The appropriateness of the examples in the Korean language class materials was analyzed against the standards, and the principle of creating example sentences was achieved inductively. The inductive results delivered in specific statements are as follows. From the perspective of grammar and understanding, example sentences should: ①be appropriate against the target-grammar meaning and usage; ②present various syntactic patterns of the target grammar; ③clearly present the context in which the target-grammar items were used; ④ensure the grammar and vocabulary used in the examples have been fine-tuned to the levels of learners’ grammar and vocabulary abilities; and ⑤be based on examples that are hierarchically arranged. From the viewpoint of usage, the identified principle-statements were: ⑥Example-sentences should allow instant applications to real-life communication, along with ❸; From the viewpoint of content, ⑦the sentences should contain accurate information in terms of content; and ⑧the sentences should be devoid of any biases or stereotypes regarding particular countries, gender, occupation, etc.

The purpose of this study is to explore about the perspective on Korean learners based on the context of the reader as a language learners in a viewpoint of reading education. So far, the learner who is searched in the field of Korean language education has been focused on the appearance as a good Korean user rather than as the subject of the meaning construction or the participant of the meaning negotiation. In fact, most Korean learners are mature learners who can deal with 'the meaning' already. Therefore, it is necessary to look at them as a subject that deals with meaning from a personal perspective and from a social perspective as a participant who negotiates meaning with other readers. Until now, readers have been regarded as learners who actively communicate with the authors and construct meaning about the texts. On the other hand, current readers are those who have the ability tho empathize with ‘you’ as the other readers. In other words, reading is not only a communication with the writer but also a negotiation between unfinished readers. From this point of view, semantic negotiation between learners, which is the subject of meaning construction, should be a key research subject in Korean language education.

This study covers the concept of Basic interpersonal communication skill(BICS) and Cognitive academic language proficiency(CALP) that The present ‘Korean as a Second Language Curriculum’ suggests, and aims to clarify the concept of ‘Academic Korean’. This study argues that the vocabulary provided in the appendix should be reorganized in order to reduce the level difference between BICS and CALP and suggests practical methods. And we emphasizes the importance of the role of ‘Korean as learning tool ’ in bridging ‘Daily life Korean’ and ‘Academic Korean’ to reduce the level difference and presented the theory and actuality.

This study seeks to examine the cultural connection between Yakut and Korea through a comparison and analysis of the raven as a symbol in both cultures. The study focuses on the positive and negative symbolism of a raven in the traditional culture of Yakut and Korea, mediational imagery of the raven, and other potential meanings to the creature. The raven could represent death as a bird who evokes sinister things, the sun and abundance and cultural hero and the role of messenger connecting the underworld and this world. We can say that raven shows such a multiplex images in both cultures, because the raven symbolizes the change of environment lived with the two peoples from ancient times. Indeed, it is the evidence that in both cultures, the raven was canonized for a Sun God or an aggressive Supreme God who ruled the sky and the sun in the ancient times. Over time, The raven evolved and became a symbol of death. Through the evolution of symbolism of the raven, we can trace the origin of Yakut and Korean culture. The similarities in the origin of the raven has lead many to believe that the Yakut and Korea cultures, especially making raven as a cultural heroes, suggests that the ancient culture of Yakut and Korea had similar origins.

The purpose of this study is to examine the development of Korean language learners by analyzing the processes of change in using the discourse markers in speaking. For this study we have collected 66 Korean learners’ speaking materials from level 2 to level 6. To see if there are some differences between advanced students and intermediate students when they are using discourse markers in debate speaking tasks, we analyzed the usage rate and type of discourse markers. The result of this study are as follows: First, students with different language levels are using similar discourse skills in debate tasks. Second, the advanced and intermediate students are using more discourse markers in speaking than the beginners. Last but not least, even the advanced students are using same kind of discourse markers repeatedly.

How could we conceptualize and express the abstract feelings of 'love' in our daily lives? The cognitive semantics claim that it can be shaped by the metaphorical conceptualization of abstract emotional states. According to Kὅvecses(2005), physiological metonymy provides cognitive motivation to metaphorical conceptualization, and metaphorical conceptualization is generally considered to be natural because it is founded on physiological metonymy. This paper looks at the process how the emotion of love could be conceptualized in order to understand the fact that metonymic experience becomes the foundation of metaphorical conceptualization. It especially focus on the cognitive correlation of metonymy and metaphors through Shin Seung Hun‘s songs. This study also tries to extend to community perspective so that it could look further into the Korean public’s cultural characteristics towards love by means of metonymic experience on which to base the metaphor conceptualization.

The purpose of this paper is to conduct quantitative and qualitative analysis concerning the advent of interlanguage during the usage of affix among Chinese Korean language learners, as well as to analyze errors and inter the reason behind those errors from language learners. The ratio of affix used increased from learners in level 4 and similar levels were observed from level 4 or above. The ratio of affix used by learners were less than that of the textbook. The variability of affixation use was significantly changed between the 5th and 6th grade, The regression rate of suffixes was higher than that of prefixes. Also, when suffixes were classified based on the degree of significance which contribute to roots, the proportion of affixes with 'strong vocabulary meaning' from level 1 to level 4 decreased steadily according to the degree of proficiency. The ratio of affix errors did not change significantly from beginner to advanced level, but only slightly higher in learners in level 6. Of the 26 prefixes and 112 suffixes, 5 prefixes and 43 suffixes occurred with errors. ‘-toyta’, ‘-hata’, ‘-i32’, and ‘-hi7' appeared with error in all proficiency levels. Finally, concrete examples of errors were presented according to their aspects of errors and the part of speech of compound words where errors occurred. This study is meaningful in that it analyzed the use of affix based on the large scale learner corpus with pseudo-longitudinal materials from Chinese Korean language learners.

The purpose of this study is to discover the language attitudes of Korean language learners toward Korean pronunciation using a survey method based on the Measure of Prejudice Against Accented English (Ura et al., 2015) and a survey that is developed by Derwing(2003) to examine the perception of foreign language learners on the pronunciation. The language attitude toward pronunciation has analyzed based on their attitude toward immediate social situation; attitude toward pronunciation learning, interpersonal history, perceived cultural factors. For this research, 83 participants answered 15 questions using the six-point Likert Scale. The results show that almost half of Korean language learners' purpose on learning pronunciation is getting native like pronunciation. Also, they generally believe that learners who want to live long term in Korea are needed to achieve native like pronunciation and that this is related to the success in Korea. In addition, they generally believe that Korean native speakers have negative attitude toward foreign accented Korean pronunciation and some of them are discriminated by Korean native speakers because of their foreign accented Korean pronunciation. In addition, they generally have negative attitudes toward non-native foreign accented Korean speakers. In addition, some of the questions resulted in conflicting results based on participants job, period they've been in Korea, purpose of learning Korean language and their language level.

The purpose of this study is to explore and apply the ways in which Mikhail M. Bakhtin’s (1895~1975) concept of Dialogism can frame our understanding of SLA identity research as well as Korean language education in general. Scholarship in second and foreign language learning has traditionally looked to the field of linguistics and psycholinguistics for its epistemological foundations. In this tradition, a formalist view of language influenced over the years on research and actual education fields. But as concerns with the limitations of this view for understanding fully language learner’s experiences have recently increased, with scholars calling for explorations into other disciplinary territories. One of the more significant sources of current understands of language can be found in the work of Bakhtin, a Russian literary theorist. He developed his ideas in response to early Russian formalist. He viewed language as comprising dynamic constellations of sociocultural resources that are fundamentally tied to their social and historical contexts. In this study, there are two main purposes to present: 1) The importance of identity studies in SLA research, and 2) Introduction of Bakhtin’s Dialogism and its implications & application in analyzing Korean language learning experiences of European Korean Studies students.