Earticle

본 연구는 베트남인 한국어 학습자의 발음 오류를 모국어 전이와 중간언어 발음의 관점에서 분석하였다. 국립국어원 학습자 말뭉치의 934건 오류 데이터를 기반으로 숙달도 및 학습 환경에 따른 분포를 검토한 결과, 중간언어 발음이 약 76%로 가장 높은 비중을 차지하였다. 카이제곱 검정 결과, 오류 유형 간 차이(χ²(1)=138.8, p<.001)와 숙달도와의 관계(χ²(5)=19.87, p<.01)는 유의미하였으나, 학습 환경에 따른 차이는 유의미하지 않았다. 이는 발음 오류가 중간언어 발달 과정의 체계적 산물임을 시사한다. 이에 본 연구는 단계 기반 발음 교육 모형과 AI 기반 학습 적용 가능성을 제안한다.

This study examines pronunciation errors of Vietnamese learners of Korean from the perspectives of L1 transfer and interlanguage pronunciation. Based on 934 error tokens from a learner corpus, the results show that interlanguage pronunciation accounts for approximately 76% of all errors. Chi-square tests reveal significant differences across error types (χ²(1)=138.8, p<.001) and proficiency levels (χ²(5)=19.87, p<.01), while no significant effect of learning environment is found. These findings suggest that pronunciation errors are systematic outcomes of interlanguage development. A stage-based instructional model and AI-assisted pronunciation learning are proposed.

본 연구는 DeepSeek가 한국인 중국어 학습자의 작문 오류를 수정하는 데 있어 어떠한 양상과 특징을 보이는지 분석하고, 이를 인간 교사와 비교한 연구이다. 이를 위해 글로벌 중국 어 중간언어 코퍼스에서 한국인 학습자의 오류 문장을 무작위로 추출하여 DeepSeek-R1 모 델과 인간 교사의 수정 결과를 분석하였다. 주요 연구 결과는 다음과 같다. DeepSeek는 재현율(Recall, 95.86%) 면에서 인간 교사 (84.83%)보다 우수하여 학습자의 오류를 거의 놓치지 않고 찾아내는 높은 민감도를 보였다. 그러나 정확도(Precision)는 49.47%로 인간 교사(85.42%)에 비해 현저히 낮았는데, 이는 오류가 없는 부분까지 수정하는 과도 교정 현상이 빈번했기 때문이다. DeepSeek는 오타 수정 및 어휘 오류 식별에 강점이 있으며, 문장을 더 문어체적이고 격식 있게 다듬는 경향이 있다. 반면, 인간 교사는 최소 수정 원칙을 준수하며 학습자의 본래 의도와 어조를 최대한 유지하는 신중함을 보였다. DeepSeek는 대규모 데이터를 빠르게 처리하고 수정하는 데 유용하며, 인간 교사는 문맥 에 맞는 자연스러운 표현과 교육적 관점에서의 정확한 피드백을 제공하는 데 탁월하다. 결론 적으로 인공지능과 인간 교사의 협력은 중국어 교육 현장에서 수정의 효율성과 정확성을 동 시에 높일 수 있는 실질적인 방안이 될 수 있다.

This study analyzes the patterns and characteristics of DeepSeek in correcting writing errors made by Korean learners of Chinese and provides a comparative analysis with human teachers. For this purpose, error-containing sentences from Korean learners were randomly extracted from the Global Chinese Interlanguage Corpus, and the correction results of the DeepSeek-R1 model were compared against those of human teachers. The key research findings are as follows. DeepSeek demonstrated superior performance in terms of recall (95.86%) compared to human teachers (84.83%), showing high sensitivity in identifying almost all learner errors. However, its precision was significantly lower at 49.47%, compared to 85.42% for human teachers, due to frequent over-correction—modifying parts of the sentence that were originally error-free. DeepSeek showed strengths in correcting typos and identifying lexical errors, with a tendency to refine sentences into a more formal and written style. In contrast, human teachers adhered to the principle of minimum revision, exercising caution to preserve the learner's original intent and tone as much as possible. While DeepSeek is highly effective for rapidly processing and correcting large-scale data, human teachers excel at providing natural expressions suited to the context and accurate feedback from an educational perspective. In conclusion, the collaboration between AI and human teachers can serve as a practical approach to simultaneously enhance the efficiency and accuracy of error correction in Chinese language education.

이 연구는 중간언어 변이 체계의 관점에서 우즈베키스탄 한국어 학습자의 부사격 조사 ‘에’·‘에서’ 사용 변이를 분석하는 데 목적이 있다. 이를 위해 국립국어원 학습자 말뭉치와 연구자 구축 말뭉치를 통합한 1,228개 표본, 151,359어절을 대상으로 ‘에’ 6,749회, ‘에서’ 2,174회의 사용 빈도와 대치 오류 201건을 교차 분석하였다. 분석 결과, ‘에’·‘에서’ 변이는 무작위적 자유 변이가 아니라 서술어 동작성에 의해 조건화되는 체계적 변이로 나타났다. 특히 ‘에서→에’ 변이는 동작 서술어 환경에, ‘에→에서’ 변이는 상태 서술어 환경에 집중되어 상보적 분포를 보였다. 또한 우즈베크어 처소격 ‘-da’가 한국어 ‘에’와 ‘에서’를 단일 형태로 포괄하는 구조는 변이 발생의 주요 언어 간 조건으로 작용하였다. 숙달도별로는 ‘에서→에’ 변이가 초급에서 고급으로 뚜렷하게 감소한 반면, ‘에→에서’ 변이의 감소 폭은 상대적으로 작아 두 방향 변이의 발달 궤적이 비대칭적임을 확인하였다. 이는 우즈베키스탄 학습자의 ‘에’·‘에서’ 중간언어 체계가 목표어 규범과 모국어 의미 지도의 상호작용 속에서 형성됨을 시사한다.

This study examines the variation in the use of the Korean adverbial case particles -e and -eseo among Uzbek learners of Korean from the perspective of the interlanguage variation system. The analysis is based on 1,228 samples comprising 151,359 eojeols, drawn from the National Institute of Korean Language learner corpus and a researcher-compiled corpus. The study cross-analyzes 6,749 tokens of -e, 2,174 tokens of -eseo, and 201 substitution errors between the two particles. The results show that the variation is not random free variation but systematic variation conditioned by predicate actionality. In particular, -eseo → -e variation is concentrated in dynamic predicate contexts denoting action location, whereas -e → -eseo variation is concentrated in stative predicate contexts denoting static location. The Uzbek locative marker -da, which covers both Korean -e and -eseo, functions as a major interlingual factor in the formation of this variation. In terms of proficiency, -eseo → -e variation decreases markedly from the beginner to the advanced level, while -e → -eseo shows a relatively smaller decrease. These findings suggest that Uzbek learners’ use of -e and -eseo is organized through the interaction between target-language norms and the Uzbek-based semantic map.

본 연구에서는 일본어 학습자의 가능표현의 사용이 모어, 레벨, 환경이라는 다 양한 요인과 어떻게 관계되어 있으며, 그 결과를 일본어 모어화자 데이터와 비교 검토함으로써 학습자의 가능표현 습득의 보편성과 특수성에 대해 밝히고자 하였 다. 이상의 분석을 통해 다음과 같은 사실을 알 수 있었다. (1) 학습자들의 일본어 가능표현의 사용은 ‘デキル형’이 중심이 되며, 이는 모 어･레벨･환경 요인에 관계없이 공통된다. 그리고 이는 모어화자의 사용과는 다른 학습자만의 특수성을 띠고 있다. (2) 학습자의 모어 요인은 가능형식의 사용 빈도, 접속 경향 등 가능표현의 사용 등에 특별한 상관관계를 나타내지 않는다. (3) 학습자의 레벨 요인은 3종류의 가능 형식 중에서 ‘デキル형’의 사용과 상관 관계를 지닌다. (4) 학습자의 환경 요인은 ‘デキル형’의 접속, 「ない」와의 사용 등과 상관관계를 지닌다. (5) 학습자와 모어화자의 가능표현 사용 양상을 비교 검토한 결과, 학습자의 중 간언어는 사용 형식의 측면에서 언어 외적 요인에 관계없이 보편성이 나타나며, 학습 레벨과 환경에 따른 특수성이 관찰된다.

This study attempted to clarify the universality and specificity of learners' acquisition of possible expressions by comparing and reviewing the results of the use of possible expressions of Japanese learners with various factors such as language, level, and environment. Through the above analysis, the following facts were found. (1) Learners' use of Japanese-speaking expressions is centered on the ‘Dekiru type’, which is common regardless of language, level, and environmental factors. And it has a unique characteristic of learners that is different from the use of more speakers. (2) The learner's more factors do not show any special correlation with the frequency of use of the possible form and the use of possible expressions such as access tendency. (3) The learner's level factor has a correlation with the use of the ‘Dekiru type’ among the three possible forms. (4) The learner's environmental factors have a correlation with the connection of the ‘Dekiru type’and the use with ‘Nai’. (5) As a result of comparing and reviewing the use of possible expressions by learners and native speakers, learners' intermediate languages show universality regardless of language-external factors in terms of usage type, and specificity according to learning level and environment is observed.

본 연구에서는 일본에서 일본어를 학습하는 중국인 일본어 학습자들의 발화 데이터를 종단적으로 관찰 및 분석하여 접속조사 ｢が･けど｣의 사용에 나타난 두 항목 간의 구별 전략이 어떠한 중간언어를 통해 나타나는지에 대하여 살펴보았 다. 그 결과는 다음과 같다. (1) 중국인 학습자의 ｢が･けど｣의 습득은 ｢けど｣를 중심으로 이루어진다. (2) 중국인 학습자의 ｢が･けど｣의 습득은 전항에 접속하는 형식에 따라 다르게 이루어진다. (3) 중국인 학습자의 ｢が･けど｣의 습득은 발화문 내 위치에 따라 다르게 이루 어진다. (4) 중국인 학습자의 ｢が･けど｣의 습득은 발화의 의미 용법에 따라 다르게 이 루어진다. (5) 중국인 학습자와 한국인 학습자의 ｢が･けど｣의 습득 패턴에는 보편성과 개 별성이 나타난다.

In this study, we looked at and analyzed the firing data of Chinese Japanese learners learning Japanese in Japan, and looked at what intermediate languages the differentiation strategy between the two items shown in the use of the access survey “ga and cado” was through. The results are as follows. (1) The acquisition of “ga and kedo” by Chinese learners is centered on “kedo”. (2) The acquisition of “ga and kedo” by Chinese learners depends on the type of access to the preceding paragraph. (3) The acquisition of “ga and kedo” by Chinese learners depends on the location in the statement. (4) The acquisition of “ga and kedo” by Chinese learners depends on the meaning of the ignition. (5) The pattern of acquisition of “ga and kedo” by Chinese learners and Korean learners shows universality and individuality.

본 연구는 접속조사 ｢から｣｢ので｣를 대상으로 이들 문법항목을 일본어학습자들이 어떻게 습득해 가는가에 대해 그 출현과 접속, 경 합 등 습득의 제상을 밝히는 것을 목적으로 종단적 분석을 실시한 것이다. 분석 결과는 다음과 같다. (1)L2 학습자에게는 ｢から→ので｣의 순으로 출현이 나타났으며, 수적으로도 ｢から｣의 사용이 압도적으로 많았다. 그리고 L2학습자들 의 ｢から・ので｣의 습득에서는 대화 문맥이나 장면에 따른 영향이 거의 보이지 않았다. (2)L2 학습자의 ｢から｣｢ので｣의 습득에는 특정한 구별 기준이 존재하고 있으며, 그 기준은 형식(접속하는 품사)에 의한 것이었다. (3)L2 학습자의 특정한 구별의 기준은 학습 초기와 중기 단계에 많이 나타나며, 그 양상이 변화되어 자유로운 사용으로 발전해 간다. 본 연구에서는 유사한 의미기능을 가진　｢から｣와 ｢ので｣를 대상으로 모어가 다른 L2 학습자가 문법형식을 병용・경합・변화・정착시 켜가는 일련의 학습전략을 가지고 습득을 해가는 과정을 살펴볼 수 있었다. 그리고 그 과정에는 접속되는 품사라는 형식적인 요소가 ｢から｣｢ので｣의 습득에 관여하고 있음을 밝혀냈다. 또한 L2 학습자는 자신들이 만든 학습 전략을 가지고 문법항목을 구별하고 있으 며, 이러한 학습자들의 중간언어의 존재는 앞으로의 습득연구에 대한 새로운 인식의 필요성을 보여주는 것이라 할 수 있다.

This study investigated the connection "kara" and "node" target learners how they learn Japanese grammar item for going to the emergence and access, contention for the purpose of acquiring illuminate the defrost termination analysis is carried out. The results of the analysis, L2 Japanese learners' "kara" and "node" the acquisition of the following trends emerged. (1) L2 learners a "kara→node" the advent of the net showed numerically "node" compared to the use of "kara" was the use of overwhelming. And L2 learners' "kara" and "node" scene of the learning context and the conversation was not nearly the impact. (2) L2 learners' "kara" and "node" a particular distinction based on the presence of the master, and the standard format (connected speech) was by. (3) L2 learners distinguish the specific standards of learning a lot in the early and mid stage appears, the pattern of change developed by the free use goes. In this study, with features similar meaning "kara" and "node" to target the other L2 learners mower combination, competition, changes in the type of grammar, settled by way of a series of learning strategies have to look at the process of acquisition was And in the process, the formal elements connected speech "kara" and "node" that is involved in the acquisition of the uncovered. In addition, learning strategies, L2 learners have made their distinct grammatical item, and the presence of these intermediate language learners' acquisition of future research that shows the need for a new awareness can be said.

As for this study, what kind of for a guess, an acquisition process of appearanceexpression "Yoda, Mitaida, Rashii and Soda" to be seen in JFL learner; analyze itwhether is characteristic; of the JFL learner is intended that acquisition situationof "Yoda, Mitaida, Soda and Rshii". Like the above-mentioned analysis and consideration from use of "Yoda, Mitaida,Rashii and Soda" of the JFL learner them were so," but might be used properlyby the formal element position put in a part of speech and the sentence to connectto it, and knew that the rule was the original thing which was different from theuse of Japanese native speaker and the JSL learner. This result can pay attentionas a thing suggesting that JFL learner possibility is higher than a tendency to useand the acquisition strategy of the JSL learner whom the use of the Japanese nativespeaker strongly influences. Even if grammatical implication is a similar item, it isrecognized as a thing of how to use (in a formal aspect) that is different for JFLlearner each other by this result, and it is thought that possibility to trace theacquisition route different each was shown. As a result of consideration, it became clear for the (1)JFL learner having madethat I used each grammar item properly using own strategy clear, the acquisitionprocess of the (2)similar grammar item that a position put in not only the meaninguse of the grammar item but also the sentence, the formal element such as the partof speech to connect participated.

One important individual characteristic exerting influence over the acquisition of pragmatic knowledge is pragmatic learning strategies. As it is in nascent stages of research interest, an attempt was made to investigate whether Iranian EFL learners’ comprehension of conversational implicature was predicted by memory, cognitive, metacognitive, social, compensation, and affective interlanguage pragmatic learning strategies. Totally, 376 upper-intermediate and advanced EFL learners, on the basis of their performance on a sample of Oxford Quick Placement Test, participated in this investigation. To carry out the present study, three data collection instruments were utilized including: Oxford Quick Placement Test, Interlanguage Pragmatic Learning Strategies Inventory, and Conversational Implicature Test. The hypothesized model was tested employing Amos 24 statistical package and revealed that Iranian EFL learners’ conversational implicature was predicted by cognitive, metacognitive and compensation interlanguage pragmatic learning strategies. Moreover, EFL learners’ cognitive IPLS was identified to be the strongest predictor (β= 0.45, p<.05) in predicting conversational implicature. This study concludes that the cognitive, metacognitive and compensation IPLS strategies can promote EFL learners’ comprehension of conversational implicature. The findings of the study can contribute to EFL teachers to implement more interlanguage pragmatic learning strategies in their classroom activities to develop better comprehension of conversational implicature and integrate this knowledge into the overall learning experiences.

از آنجایی کھ اینگونھ پژوھش ھا در مرحلھ ابتدایی پژوھشی قرار دارند، در این مقالھ تلاش شد تا بھ بررسی این موضوع پرداختھ شود کھ آیا درک زبان آموزان ایرانی از معانی ضمنی توسط استراتژی ھای حافظھ ای، شناختی، فراشناختی، اجتماعی، جبرانی، و عاطفی پیش بینی می شود؟ در مجموع 376 زبان آموز زبان انگلیسی سطح متوسط و پیشرفتھ بر اساس عملکردشان درنمونھ آزمون تعیین سطح برای انجام پژوھش انتخاب شدند. ھمچنین از سھ ابزار جم عآوری داده از جملھ آزمون تعیین سطح آکسفورد، پرسشنامھ استراتژی یادگیری بین زبانی منظور شناسی و آزمون درک معانی ضمنی استفاده شد. نتایج معادلات ساختاری پژوھش حاضر نشان داد کھ استراتژی ھای یادگیری شناختی، فراشناختی و جبرانی، درک معانی ضمنی مکالمھ زبان آموزان ایرانی را پیش بینی می کنند. ھمچنین،استراتژی یادگیری شناختی فراگیران زبان در پیشبینی درک مفاھیم ضمنی مکالمھ نقش بسیار مھمی را ایفا می کند. یافتھھای این مطالعھ میتواند بھ معلمان زبان انگلیسی کمک کند تا استراتژی ھای یادگیری شناختی،فراشناختی و جبرانی را در فعالی تھای کلاسی خود پیادهسازی کنند تا بدین وسیلھ بھ درک بھتری از مفاھیم ضمنی مکالمھ دست یابند واز این دانش در تجربیات یادگیری کلی استفاده نمایند.

This study aims to investigate the refusal productions by Thai learners of Korean in second language and foreign language environment to see how language exposure influences learners’ acquisition of pragmatic knowledge. Four sample groups are recruited for this study: 70 Korean native speakers (KNS); 30 Thai learners of Korean in a second language environment (KSL); 30 Thai learners who majored in Korean in a foreign language environment (KFL-major) and 30 Thai learners minored in Korean in a foreign language environment (KFL-minor). Korean language exposure questionnaire and a written discourse completion task (WDCT) are used to collect the data. The data from the native Korean speakers (KNS) is used as the baseline of the analysis. The results show that both power and social distance have effect on the realization of refusals. The refusals by KFL-minor deviate more from the Korean norm than those by the KSL and the KFL-major, but there are no major contrast between the KSL and the KFL-major. This suggests amount of language exposure influences the acquisition of pragmatic knowledge over the learning environment.

This small-scale qualitative study explores how systematic spoken error analysis may illuminate second language (L2) development among Bangla-speaking learners of English. Drawing on Ellis and Barkhuizen’s (2005) performance analysis framework, the study examines grammatical, lexical, and pragmatic deviations in the spontaneous spoken output of two postgraduate learners during a task-based sociolinguistic interview. Adopting an interpretive analytic approach, analysis of the transcribed interaction identifies recurring patterns in interrogative formation, reliance on formulaic sequences, and L1-influenced pragmatic routines. While these features appear to support communicative fluency and interactional alignment, they also suggest partial proceduralisation of English morphosyntax and emerging limitations in register sensitivity. The findings indicate that spoken deviations may function not only as errors but also as contextually meaningful indicators of learners’ developing interlanguage under real-time processing constraints. Situated within an under-researched English as a foreign language (EFL) context such as Bangladesh, the study offers exploratory, context-bound insights into spoken L2 development. Pedagogically, it suggests that integrating focused spoken-error analysis into classroom practice, for example, through guided reformulation and contrastive awareness tasks, may support more responsive and developmentally attuned oral instruction in low-input South Asian ESL environments.

This paper investigates the difference in the distributional patterns of four types of adverbs between native speakers and Korean EFL learners. An on-line grammaticality judgment task constructed based on the syntactic analysis for adverb placement was administered to 58 college students in Korea and 39 native speakers. Following Cinque (1999), we assume that adverbs are base-generated in the specifier of hierarchically ordered functional heads, and the data analysis supports the proposal. The findings in this study present both theoretical and pedagogical implications. Firstly, the data of native speakers on adverb placement support Cinque’s proposal. The positions above T were rated high for the high adverbs, such as evaluative and epistemic adverbs, and the lower positions below T were rated high for the low adverbs, such as frequency/habitual and manner adverbs. Secondly, unlike the native speakers, the Korean EFL learners did not tend to differentiate adverb types. Regardless of the adverb classes, they preferred sentence-marginal positions. Thirdly, although the complete developmental picture was not captured in this study, it is suggested that as learners advanced to higher proficiency level, they converge with native speakers judgments in adverb distribution patterns.

This study investigated variation in the choice of relativizers by Korean middle school and college learners in an English as a Foreign Language setting. In addition to the textbook analysis, two versions of an acceptability task were conducted with 57 Korean middle school students and with 42 college students to investigate the variation pattern in the choice of the relativizers in learners’ interlanguage at two different developmental stages. The target materials included the who/whom alternation and the which/that/null alternation in restrictive object relative clauses. The results revealed that the middle school students lacked pragmatic competence in judging an inappropriate form in informal contexts. Although the college learners showed sensitivity to formality in the pattern of the relativizer judgements, they also exhibited a minor divergence from the target language pragmatics. Based on the findings, a pedagogical implication was suggested to enhance learners’ multi-faceted competence.

The purpose of this paper is to investigate the not surface-apparent opacity resulting from the acquisition of English coronal fricative [s] by Korean learners of English. According to Cho & Lee (2001), Korean learners of English are likely to produce English target /s/ in the prevocalic position as tense alveolar fricative [s’]. Moreover, they palatalize [s’] before /i/, producing palatalized tense [ʃ’]. Palatalized tense [ʃ’] by Korean learners of English shows the not surface-apparent opacity because of the tense feature which is not in the phonemic inventory of English. In this paper, I attempt to resolve the opacity problem by employing OT-CC (McCarthy 2006a-d, 2007), which incorporates the derivational information with PREC(A, B). Based on OT-CC with Prec(A, B), this paper examines and analyses the opacity problem of palatalized tense [ʃ’] before /i/ for English target /s/. By doing so, I support the superiority of OT-CC.

Pyun, Danielle O., Chung, Miri K. & Choi, Ho Jung. 2013. KFL learners’ acquisition of Korean locative particles: A corpus-based contrastive interlanguage analysis. Language Information. Volume 17. 23-46. Adopting the contrastive interlanguage analysis methodology, this study investigates KFL (Korean as a Foreign Language) learners’ acquisition of Korean locative case particles. A learner corpus compiled from eighty-seven intermediate learners of Korean was compared with a native speaker corpus on the frequency distribution of the five semantic categories of the Korean locative case (i.e, static location, dynamic location, time, goal, and source). In addition, learner errors on the use of locative case particles were quantified and examined according to the five semantic categories. The results of this study showed that KFL learners’ use of locative case particles substantially deviated from native speakers’ usage in frequency. Learners’ inaccurate and limited use of locative case particles were attributed to such factors as L1 transfer, overgeneralization, prior input, and interlanguage development.

영어 강세는 발화된 영어 단어를 이해하는 데 상당히 중요한 역할을 하며 잘못된 강세의 위치는 의사소통의 실패로 이어질 수 있다. 강세가 없는 것으로 알려진 한국어를 모국어로 둔 영어 학습자는 영어 운율체계를 습득하는 데 어려움을 겪을 것으로 예상된다. 본 연구는 한국어가 단어 수준에서 이러한 강세를 실현하는 것이 영어와 어떻게 다른지 그리고 한국인 영어 학습자의 중간언어가 이 두 언어와 어떻게 다른지 연구하였다. 다음 절로 이루어진 4개의 영어 외래어와 그들의 영어 원어 4개가 실험단어로 사용되었다. 10명의 영어 원어민이 영어 원어를 읽었으며 10명의 한국인 영어 학습자가 먼저 영어 외래어를 한국어로 그리고 나중에는 영어 원어를 영어로 읽었다. 120개의 발화 샘플을 분석한 결과 한국어에는 모든 강세 자질로 (즉, 조음 길이, 조음 크기, 조음의 높이) 실현되는 두드러진 음절이 없었다. 반면에 영어는 모든 강세 자질에 의해 일관되게 실현되는 상대적으로 두드러진 음절을 가지고 있었다. 흥미롭게도 영어 강세 실현에 있어 한국인 영어 학습자의 중간언어는 모국어보다도 영어와 비슷한 특징을 보여 주었다.

English stress plays such a critical role in understanding spoken English words that its misplacement can lead to a breakdown of communication. Korean learners of English, whose native language is known to lack this feature, are expected to have some difficulty acquiring this English prosodic system. This study explored how Korean is different from English in manifesting prominence at the word level and how the interlanguage of Korean learners of English is dissimilar to both languages in that regard. Four polysyllabic English loanwords in Korean and their English source words were used as stimuli. Ten native English speakers read the English source words while ten Korean learners of English read the English loan words first and then the English source words. The analysis of 120 speech samples revealed that Korean words did not have any salient syllable realized by all stress features: duration, amplitude, and F0. On the contrary, English words had syllables with relative prominence, which was consistently manifested by all the features. Interestingly, in realizing English stress, the interlanguage of the Korean English learners bore more resemblance to that of English than that of their native language.