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This paper attempted to analyze the effectiveness of cross-linguistic influence on the EFL learners’ production of English dative constructions by using a written corpus. Dative constructions – double object (DO, e.g., Tom gave Mary the book) and prepositional dative (PD, e.g., Tom gave the book to Mary) construction – have attracted much attention in the domain of SLA and cross-linguistic influence due to their distinctions across many languages (Whong-Barr & Schwartz, 2002). In particular, Chinese, Korean, and Japanese EFL learners’ corpus were chosen in the present research because the syntactic and semantic perspectives on the dative structures of their L1s are varied. To reach the aims of this study, the frequency of English DO and PD structures in EFL learners’ and English native speakers’ written corpus (ICNALE) was compared. The results indicated that (ⅰ) Chinese group used significantly more DO constructions than Korean and Japanese groups; (ⅱ) Korean and Japanese groups showed no significant difference in using English dative structures, addressing their infrequent use of DO construction in L1s; (ⅲ) only Chinese group showed native-like use of English dative constructions. These findings suggested that cross-linguistic influence affects the acquisition and production of English dative structures of EFL learners and they involved the pedagogical implication.

Yoon, Jae-Sook & Lee, Han-Seop. 2013. Japanese Vocabulary Education for Effective Understanding of Japanese Culture. Language Information. Volume 17. 73-92. This paper analyzes the differences in basic vocabulary for Japanese and foreigners as an attempt to effectively understand Japanese culture through Japanese vocabulary education. Suggestions are made for the development of Japanese vocabulary education to enable effective understanding of Japanese culture based on an analysis of differences by target learners. The data presented in this paper are collected from vocabulary educations for Japanese native speakersand learners of Japanese Section 1 introduces the topic and Section 2 outlines basic vocabularies for Japanese native speakers and those for learners of Japanese. Section 3 first classifies basic vocabularies according to their characteristics and then, analyzes each subcategory. The order of the analysis is as follows: common vocabularies, vocabularies included only for Japanese native speakers, vocabularies included only for learners of Japanese. Section 4 examines their semantic characteristics based on buruigiihyou and summarizes differences. In section 5, it proposes new direction for vocabulary eduction for learners of Japanese. Section 6 concludes the paper and argues for need for change from Kango-centered vocabulary education to Wago-centered vocabulary education for learners of Japanese. This study found that vocabulary education for Japanese learners emphasized wako predicates, whereas that for foreigners focused more on kango nouns. It is important to teach both kango and wako as vocabulary for foreigners, so as to enhance their understanding of Japan and Japanese culture. Consistent efforts to include wako predicates in vocabulary education will not only lead to a better grasp of practical Japanese, but also contribute to an effective understanding of Japanese culture.

Objective To investigate longitudinal changes in language function in left-hemispheric ischemic stroke patients as well as factors that influence language recovery until 1 year after stroke onset. Methods We analyzed data from 235 patients with first-ever left-hemispheric ischemic stroke. All patients completed the Korean version of the Frenchay Aphasia Screening Test (K-FAST) at 7 days (T1), 3 months (T2), 6 months (T3), and 1 year (T4) after stroke onset. Repeated measures analysis of variance (ANOVA) was used to investigate changes in language function between time points. Subgroup analysis was performed according to the K-FAST scores at T1. Stroke lesion volume was assessed using diffusion tensor images, and involvement of language-related brain regions was examined. Multiple regression analysis was used to analyze factors influencing improvement of K-FAST score. Results The K-FAST scores at T1, T2, T3, and T4 differed significantly (p<0.05). In the subgroup analysis, only the severe group showed continuous significant improvement by 1 year. Factors that negatively influenced improvement of language function were the age at onset, initial National Institutes of Health Stroke Scale (NIHSS) score, and initial K-FAST score, whereas education level and stroke lesion volume positively affected recovery. Involvement of language-related brain regions did not significantly influence long-term language recovery after ischemic stroke. Conclusion Recovery of language function varied according to the severity of the initial language deficit. The age at stroke onset, education level, initial severity of aphasia, initial NIHSS score, and total stroke lesion volume were found to be important factors for recovery of language function.

Giftedness in the area of first language has not yet been scientifically researched more in detail. This specific giftedness can be observed in the linguistic and literal competences of students. As these competences are very important for many different professions, it is important to not only analyze them but to also develop them. The Language Drawer is a model that points out how these competences can be developed and what teachers or coaches need to help gifted students improve their competences. An important aspect of giftedness is creativity. As creativity proves helpful inproblemsolving in various contexts, especially in engineering science, but also in many other areas such as natural science, politics or economics, it is important for any gifted student to develop creative skills. Creativity can be observed in first language products, but it can also be developed by producing new language products. The language drawer offers various activties to develop student creativity.

There are more than 500 vessels passing through the Kanmon Passage on a daily basis. A serious incident occurred between a containership and a destroyer from the Japanese Maritime Self-Defense Force in 2009. One of the reasons was that an operator at the Vessel Traffic Service Center relayed some misleading information to the containership. This study constitutes an investigation into the nature of the linguistic errors most commonly made by Japanese VTS operators when directing maritime traffic via to medium of Maritime English. The study analyzed data collected through questionnaires and during training programs in order to determine a more effective methodology for the teaching of Maritime English. The study also aimed to enhance maritime safety by improving Maritime English language skills and operational skills of participating VTS operators.

Grounded in the positioning theory and the notion of transaction, this study examined two first grade English language learners in the ESL classroom in a North American elementary school. The research aimed at exploring 1) how the two children participated in the ESL classroom and developed positioning, and 2) what the patterns and paths of the students’ positioning told about their learning English. Observation of the two children in the classroom and extensive field notes were the main data for the study. The analysis of the data revealed contrasting paths of positioning the two children took up in the process of making transaction with the teacher and the classroom lesson acts. The study has several suggestions for researchers, educators, and parents.

In South Korea, many senior high school English teachers consider Korean as a helpful medium of instruction for their subject, although many also feel that they need to develop students’ practical command of spoken English, and, therefore, they also see the need to use English as a medium for teaching. This article provides an account of an exploratory study of how Korean, the students’ first language (L1), and English, a foreign language (L2), are used as communication and pedagogic resources in English lessons taught by an experienced teacher. We will focus on the ways in which the two languages are used to manage classroom interactions and to facilitate teaching and learning activities. Drawing on concepts and analytic frameworks from the fields of formative assessment, code-switching/translanguaging and classroom discourse analysis, this paper aims at making a contribution to the renewed debate on the use of L1 in L2 learning and teaching.

Previous studies suggest that the process of learning a second language is often influenced by the first language (mother tongue), and this interference is often negative. For decades, second language acquisition research often focuses on L1 constraints on L2 learning and performance, positive language transfer in second language acquisition is rarely mentioned. In fact, adult learners often take advantages of the similarities between their mother tongue and the target language to learn new knowledge. This is especially the case for Vietnamese learners learning Chinese, as Vietnam and China have close and related history, geography and culture, Vietnamese and Chinese languages also share many similarities. The development of the Vietnamese language has been influenced remarkably by the Chinese language, and indeed, a large number of Chinese originated words have still existed in the contemporary Vietnamese. Moreover, Vietnamese people had used Chinese language for their everyday communication for a long period of time in their history. Thus Vietnamese learners learning Chinese gain more advantages over Western learners. The similarities between the two languages and cultures have helped Vietnamese learners a lot in acquiring Chinese as a second language. This helps students not only better acquire the language, it also helps them to better understand the target culture. This paper aims to discuss the position of Sino-Vietnamese words in the Vietnamese language system and the positive language transfer these words can create for Vietnamese learners learning Chinese. It also suggests that the Sino-Vietnamese words can also be used in the teaching of Chinese phonetic and vocabulary for Vietnamese students.

In the field of bilingualism and second language acquisition (SLA), literature has shown extensive research on how first language (L1) influences on second language (L2). The L1-L2 relationship, however, cannot be unidirectional. The present study investigates the influence of English as a second language (L2) on Korean as a first language (L1) at phonetic level. Methodologically, the present study includes tasks that the effects of English or Korean proficiency matter the least (see Sharwood & van Buren, 1991 for their discussion of methodological implications) such as nonword repetition task. The performance of the speech production task was compared among the three groups: 8 Korean-English bilingual (KEB) children, 8 KEB adults, and 18 Korean monolingual (KM) children. The results of the present study showed statistically significant differences on the performance of Korean nonword repetition task among the three groups for the percentage of phonemes correct (PPC), the percentage of consonant correct (PCC), and PPC for 4-syllabic-length nonwords (or 4 PPC). According to the followed post-hoc test, PPC, PCC, and 4 PPC of KEB children were significantly lower than those of KM children. Nonetheless, the performance of KEB adults was not significantly different either from KEB children nor from KM children. These results indicate the acquisition of English as a second language during the childhood may have a significant effect on speech production of Korean speech sounds

본 연구는 중국 내 한국어 전공 학습자 113명을 대상으로 그들의 모국어 쓰기 불안 및 쓰 기 효능감과의 비교를 통하여 한국어 쓰기 불안과 한국어 쓰기 효능감의 양상을 살펴보고 한 국어 쓰기 불안과 한국어 쓰기 효능감이 서로 관계가 있는지와 함께 두 요인이 한국어 쓰기 성적에 어떤 영향을 미치는지를 분석하는 데 목적을 두었다. 본 연구의 결과는 다음과 같이 세 가지로 결론지을 수 있다. 첫째, 중국인 한국어 학습자들이 한국어 쓰기 과제 수행 시 중등 수준 이상의 불안과 효능감을 체험하고 있으며 중국어 쓰기 불안에 비해 한국어 쓰기 불안 정도는 높으며 중국어 쓰기 효능감에 비해 한국어 쓰기 효능감 정도는 낮다. 둘째, 중국인 한 국어 학습자들의 중국어 쓰기 불안은 한국어 쓰기 불안에 영향을 미치나 중국어 쓰기 효능감 은 한국어 쓰기 효능감에 영향을 끼치지 않는다. 셋째, 한국어 쓰기 불안이 한국어 쓰기 성적 에 부정적인 영향을 주며 한국어 쓰기 효능감이 쓰기 성적에 적극적인 영향을 끼치며, 두 요 인이 합하여 한국어 쓰기 성적의 22%를 예측할 수 있다.

With 113 Korean learners in Mainland China as the participants, this study investigated their writing anxiety and self-efficacy in both Chinese and Korean writing settings. In contrast to writing in first language, this study examined the features of their anxiety and self-efficacy in Korean writing and analyzed the relationship between writing anxiety and self-efficacy. It also further explored Korean writing anxiety and self-efficacy to find out whether they could predict writing performance. Some of the findings show that: 1) Chinese Korean learners showed medium to above-medium level of anxiety in Korean writing, which was higher than the anxiety in Chinese writing. While the self-efficacy in Korean writing was lower than that in Chinese writing. 2) The anxiety in Chinese writing affected the writing anxiety in Korean while the self-efficacy in Chinese writing did not affect the writing efficacy in Korean. 3) The anxiety in Korean writing was negatively correlated with writing performance while the self-efficacy in Korean writing was positively correlated with the writing performance. Together, writing anxiety and self-efficacy could predict correctly 22% of the writing performance.

본고는 한글 문헌에 나타난 1인칭 겸양어 ‘복(僕)’의 사용양상을 밝히는 것이 목적이다. 이를 위해 본고는 먼저 한문에서 1인칭 겸칭으로 사용된 ‘僕’의 사용양상을 검토하고, 이어 한글 문헌에서는 어떠한 사용 양상을 보이는지 비교해 보았다. 그 결과 한글 문헌에서의 ‘복(僕)’은 18세기부터 1910년대까지의 한글 소설류와 대마도 한글 서간류에 집중적으로 사용되었고, 화자가 남성일 때, 그리고 평민 이상의 신분일 때 1인칭 겸양어로 사용된 것으로 문증되었다. 또한 ‘小人, 小生, 小臣’ 등은 ᄒᆞ쇼셔체와 어울려 청자를 극존대해야 하는 관계에서 사용된 것에 비해, ‘복(僕)’은 ᄒᆞ쇼셔체뿐만 아니라 ᄒᆞ라체, ᄒᆞ오체와도 어울려 사용되었다는 점에서 차이를 보였다. 한글 소설에서는 독특하게도 남편이 아내와 대화할 때에 1인칭 겸양어로 ‘복’을 사용하였고, 언간 중에서는 일본인 역관에게 보낸 대마도 한글 서간류에서만 ‘僕’이 사용된 것을 확인할 수 있었다. 본고는 이같이 한글 소설류와 한글 서간류에 사용된 1인칭 겸양어 ‘복(僕)’이 한문번역투에 이끌린 문어적 표현이라고 보았다.

This paper aims to clarify the use of first person humble language ‘bok (僕)’ in Hangeul literature. I demonstrate that ‘bok (僕)’ was mainly used in classic Hangeul novels and Korean vernacular letters of Tsushima Souke Bunko from the 18th century to the 1910s. These documents show that ‘bok (僕)’ was used by male and a commoner or higher class than a commoner. While ‘小人, 小生, 小臣’ was used with ᄒᆞ쇼셔 style in the most honorific form only, ‘bok (僕)’ was also used with ᄒᆞ라 and ᄒᆞ오 style. In classic Hangeul novels, interestingly, ‘bok (僕)’ was used when the husband converses with his wife as a means of humbling himself. Among vernacular letters, the use of ‘bok (僕)’ was only found in the Korean vernacular letters of Tsushima Souke Bunko. In conclusion, ‘bok (僕)’ as the first person humble language was a literary expression drawn out from the translation style of Chinese documents.

본 연구는 2021년 베트남에서 처음으로 실시된 제 1회 베트남 대학 입학시험의 문항을 분석함으로써 베트남 내 한국어교육 및 평가가 나아가야 할 바람직한 방향을 모색하고자 하였다. 그 결과는 다음과 같다. 첫째, 시험 신뢰도를 높이기 위해 일관성을 확보해야 한다. 본고에서는 시험지 간 일관성이 동일한 수준으로 유지되지 않았음을 몇 차례 확인하였다. 문항 출제 시에 가능한 같은 등급의 어휘와 문법 항목을 선정하는 것이 바람직할 것이다. 둘째, 중요도와 빈도에 따라 문항 수를 조절하는 것이 필요하다. 셋째, 학습자의 실제적인 의사소통 능력 확인을 위해 듣기나 말하기 등의 평가를 추가하는 방안을 고려해 볼 수 있다. 넷째, 교육부는 기출문제, 시험 결과, 응시자 통계 등의 시험 관련 정보를 구축하여 이를 교육과정 개발, 교재 개발 등 다방면에서 활용할 수 있도록 공개해야 한다. 본 시험은 한국어능력시험을 제외하고 베트남 내 최초이자 유일한 국가 단위 시험으로써의 의의를 갖는다. 본 시험에 대한 논의가 이번 연구를 시작으로 본격화되기를 기대한다.

This study seeks an advantageous direction for Korean language education and assessment in Vietnam by analyzing the questions in the first Vietnamese university entrance examination, held on 2021. The results are as follows. First, consistency must be ensured to increase the reliability of the test; however, this study confirmed that the test was not uniformly consistent. It is desirable that the vocabulary and grammar of the questions be at the same level. Second, it is necessary to adjust the number of items in accordance with their importance and frequency. Third, a listening test or speaking test may be added to assess the learner's actual communication skills. Fourth, the Ministry of Education should create and share a database of test-related information such as previous year questions, test results, and test taker statistics for use in various fields such as curriculum and textbook development. It is hoped that this study will inaugurate a discussion of this test, as it holds significance as the first and only national-level test in Vietnam other than the Test of Proficiency in Korean (TOPIK).

Since the focus on linguistic competence shifted to communicative competence, extensive research has examined L2 learners’ performance of speech acts including refusals. As refusals are considered a major cross-cultural sticking point for many nonnative speakers, active research has been conducted on the refusal patterns of these speakers. However, few studies have investigated refusal speech acts of Korean English as a foreign language (EFL) learners. The few existing studies failed to account for different social values and norms of cultures when investigating refusal speech acts. The current study aimed to examine pragmatic transfer of L1 in the refusal speech act realizations of Korean EFL learners. Furthermore, the study examined the role of social distance in carrying out refusal speech acts by Korean EFL learners and native English speakers. Results showed both similarities and differences in refusal strategy use by Korean EFL learners and native English speakers, but more distinct differences between the two groups were evident in the use of refusal strategies. Sociocultural values and norms embedded in Korean culture were also found to be present in Korean EFL learners’ speech act performances.

This study conducted an interview survey by setting up the scene of the First-Time Face-to-Face Meetings between a Korean native language speaker and Chinese & Japanese Korean language learners. This study set 90 advance-level learners of Korea who were studying abroad in Korea(45 Chinese and 45 Japanese)as its research subject. The contents of the interview survey were prepared by the survey host, and this study asked about the contents requiring additional confirmation in the follow-up interview. The question items of the interview survey are ‘Unpleasant items at the First-Time Face-to-Face Meetings ’ & ‘Reasons thereof’, and ‘Items which interviewees want to ask about at the First-Time Face-to-Face Meetings’ & ‘Reasons thereof.’ The survey results are as follows: First, this study survey the items, about which the interviewees wanted to ask a question at the First-Time Face-to-Face Meetings with a Korean. As a result, the items, which Chinese Korean language learners wanted to ask about, were found to be in the order of name>age>one’s native place>a dilettante life>academic major> tourist attractions in Korea, while the items, which Japanese learners of Korea wanted to ask about, were found to be in the order of name> a dilettante life> one’s native place> academic major>age> tourist attractions in Korea. This study could learn that the six leading items among the items they wanted to ask about were the same. In addition, this study surveyed the reason for the interviewees to want to ask a question. To this survey, Chinese Korean language learners. responded in the order of ⓐ ‘It’s because I can become familiar with the other party so soon, ⓒ ‘It’s because the item is easy to ask about, ⓓ It’s because it’s natural to ask about such an item in China. Japanese Korean language learners responded in the order of ⓐ ‘It’s because I can become familiar with the other party so soon, ⓒ ‘It’s because the item is easy to ask about, ⓓ It’s because it’s natural to ask about such an item in Japan. Second, this study survey activeness and passiveness in cross-cultural acquisition consequent on performance of adjustment status. In case of Chinese Korean language learners, activeness in cross-cultural acquisition was found to be 41 times while passiveness in cross-cultural acquisition was found to be 4 times. In case of Japanese Korean language learners, activeness in cross-cultural acquisition was found to be 31 times while passiveness in cross-cultural acquisition was found to be 14 times. With regard to activeness in cross-cultural acquisition, Chinese Korean language learners showed 91.1 percent activeness while Japanese Korean language learners showed 68.9 percent activeness.

Since the focus on linguistic competence shifted to communicative competence, extensive research has examined L2 learners’ performance of speech acts including refusals. As refusals are considered a major cross-cultural sticking point for many nonnative speakers, active research has been conducted on the refusal patterns of these speakers. However, few studies have investigated refusal speech acts of Korean English as a foreign language (EFL) learners. The few existing studies failed to account for different social values and norms of cultures when investigating refusal speech acts. The current study aimed to examine pragmatic transfer of L1 in the refusal speech act realizations of Korean EFL learners. Furthermore, the study examined the role of social distance in carrying out refusal speech acts by Korean EFL learners and native English speakers. Results showed both similarities and differences in refusal strategy use by Korean EFL learners and native English speakers, but more distinct differences between the two groups were evident in the use of refusal strategies. Sociocultural values and norms embedded in Korean culture were also found to be present in Korean EFL learners’ speech act performances.

The objectives of this study were to study the influence of the L1 interference on Thai composition and to investigate native language influence on Thai, by third and fourth year Korean students, at Thai Department, Pusan University of Foreign Studies. The researcher has analyzed the students’ writing in terms of phonological, morphological, semantic, discourse, social and cultural perspectives. From the quantitative analysis, the L1 interference on Korean students’ writing can be inferred that consonants, vowels, pronoun, noun classifier, loanwords, sentence structure, tense, and semantic meaning, conjunction and punctuation as well as Korean social and culture, are all important factors in creating Thai composition. The result of this study reflects the L1 interference on Korean students’ writing abilities. The data based on writing analysis and suggestions to this study will contribute to educators in adjusting Thai language instruction to foreign students. In addition, it will be helpful for any students who would like to pursue studying Thai as a second language profoundly.

Many studies of L1-L2 transfer have confirmed that successful English writing should be based on a better understanding of the nature of the writing instruction that EFL students experience in a native language (Carson & Kuehn, 1992; Kobayashi & Rinnert, 1992 Ortega, 2004). This study attempted to investigate the role that L1 writing ability has in L2 writing development across Korean university students who have an intermediate level of overall English proficiency. Data from two writing samples, one in Korean and the other in English, revealed that academic writing quality in L2 is the manifestation of the students' L1 cognitive, rhetorical, and linguistic factors, confirming L1 transfer in L2 writing. The more skilled the students were in their L1, the more highly they performed in the L2 writing task. Expert writers were significantly different from weak writers in that they attended more to qualities of discourse organization, content, and language use while writing in L1 and L2. Qualitative analysis indicates that within-subjects' first and second languages were basically analogous in cognitive processes, that is, organization patterns and problem-solving behaviors, suggesting that they used relevant knowledge resources in their mother tongue even in L2 text production. This study pedagogically supports the integration of a native language into L2 classroom writing experience as a complementary resource for meta-linguistic and meta-cognitive deficits in second-language writing performance.