Earticle

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.

This study investigates the phonetic realizations of Korean vowels /ㅔ/ and /ㅐ/ produced by Chinese and English learners of Korean at beginner and advanced levels of proficiency. Further, it tests the extent to which acoustic similarity between L1 and L2 sounds is crucial in predicting easy/difficult perception and production of L2 sounds. Although Korean vowels /ㅔ/ and /ㅐ/ used to be two separate phonemes in Korean, Korean speakers no longer distinguish them due to the merger of these two vowels. The results from this production study reveal two findings. Firstly, the L1 influence on L2 production is partially supported for learners of Korean in that English learners of Korean do not differentiate Korean [에] and [애] in durational and spectral cues in their production. Secondly, the advanced Chinese learners exhibited hypercorrection in that they produce the Korean vowel /ㅔ/ very distinctively from /ㅐ/. These findings suggest that acoustic similarity alone cannot predict the likelihood of easy/difficult production of L2 sounds contra Flege’s (1995) Speech Learning Model (SLM) and Escudero et al.’s (2004) Second Language Linguistic Perception Model. They indicate that teaching method also plays a crucial role in second language acquisition.

This study examined the experiences of pre-service English-as-a-foreign language teachers in a reading-to-write class. In particular, the study focused on how the class based on the Production-Oriented Approach (POA) proposed by Wen (2018) affected their reading during the reading-to-write tasks and their writing process when using reading materials. In addition, the factors that played essential roles in affecting the participants’ writing process were identified and discussed. A total of 18 pre-service EFL English teachers in Korea participated in this study. The data were collected from class observations, group discussions, reflective journals, and interviews. The results of the study showed that the participants had no prior training in using reading materials to enhance their writing skills, thus, they perceived reading tasks and writing tasks as two separate activities. As the participants carried out activities that promoted writerly reading, they learned how to mine the text and use what they found when they wrote their summaries and essays. The factors that were identified as encouraging such an effect were found to be closely related to the principles and hypotheses of POA. The findings of this study provides data to support the applicability of POA in teaching writing in the Korean EFL context and suggests factors that need to be considered when adopting this approach for teaching writing.

First, this investigation – inspired by Robinson’s (2001a, 2001b, 2003, 2011) Cognition Hypothesis and Skehan’s (1998, 2003) Trade-Off Hypothesis – intends to explore how second language writing can improve language learning through manipulating cognitive task complexity dimensions. Second, it attempts to examine if task complexity factors and cognitive learner-related variables have interaction effects on linguistic production. It focuses on planning time and intentional reasoning demands, language learning aptitude, and measures of lexical complexity, syntactic complexity, and accuracy. The participants were 226 intermediate Iranian EFL learners. In a between-subjects design, the participants were first assigned to three experimental groups randomly, each group receiving a task with different level of reasoning demands. Then, within each group, we did a stratified random sampling and assigned an equal number of learners with higher and lower aptitude levels to planned and unplanned groups. The results revealed that (a) planning time availability led to significantly more syntactic complexity, (b) increasing task complexity with regard to reasoning demands resulted in higher gains of lexical and syntactic complexity, whereas no significant effect was detected on accuracy, (c) a significant interaction effect between planning and reasoning demands was found only on accuracy, and (d) a three-way interaction among planning, reasoning demands, and language learning aptitude was observed on accuracy. Generally, the findings are discussed with regard to the predictions of the Cognition Hypothesis and the Trade-Off Hypothesis.

본 연구는 한국어 습득 아동의 증거성표지 습득 양상을 검토하고자 한 아동의 자료를 중심으로 자발적 산출의 양상을 검토하고, 어머니의 관련 입력 언어를 분석하였다. 특히, 만 2-3세에 주로 산출되는 증거성표지와 정보 출처 관련 어휘를 검토하였고, 어머니의 입력 언어에서 관련 표현들의 빈도 분석을 실시하여 입력언어와의 관계를 살펴보았다. 또한 한국어와 유사한 일본 아동과 양육자의 관련 자료를 비교 분석하여 언어 간 입력 언어 차이에 따른 산출 양상도 비교, 분석하였다. 자발적 산출 분석 결과 직접 경험을 나타내는 표지 및 어휘의 사용이 간접 경험이나 보고의 표지보다 양육자와 아동 모두에게서 높았으며, 한국과 일본의 ‘대’, ‘보다’, ‘듣다’ 사용 빈도를 비교한 결과 한국 양육자가 일본 양육자에 비해 어휘 사용이 상대적으로 높고, 형태소 사용 빈도가 상대적으로 낮은 것으로 나타났다. 비록 제한된 자료들의 검토이나 이러한 결과는 증거성표지나 관련 어휘의 습득이 인식론적으로 보다 직접적인 것에서 간접적인 것의 순서로 이루어지고 있음을 시사하며, 인식론적 상태에 따라 화자가 전달하는 정보의 확실성이 달라진다는 것을 이해하게 되는 시기와도 관련이 있음을 시사한다.

The purpose of the current study was to investigate the developmental pattern of evidential markers and related verbs by examining the child’s natural production and mother’s input language. First, two audio-recorded corpora of Korean mother-child dyad’s natural production were analyzed for frequency, age of emergence and productive use of evidential markers and related verbs. Also, the result of the corpora analyses was directly compared to one Japanese mother-child dyad’s recorded speech corpus. The analyses of natural production revealed that children begin using direct experience marker/verb before hearsay or inference markers/verbs. Furthermore, mother’s input pattern appeared to be aligned with the child’s use of these markers/verbs. These findings suggest that the acquisition of evidential markers and related verbs proceed from those that describe direct experience to hearsay or indirect inference or conjecture, implying that such order of acquisition might play a role in the later development of information certainty judgments on the basis of evidentiality.

The purpose of this paper is to argue that the theories of language production and comprehension adopt the predictive process of the brain. Predictive processes can be found in many domains of language: discourse, syntactic, semantic, and phonological domains. In the discourse domain, the predictive process is found in the conversations that take turns in about 200 milliseconds. Syntactically anomalous structures, e.g., garden-path sentences, elicit a large positive wave (P600), indicating the unexpectedness of the structure. Semantic prediction is exhibited in an evoked response (N400), whose amplitude is modulated when a given word is not congruous in a context. A phonological rule of a mother tongue also creates predictions about phonologically legal forms in pseudowords. The predictive mechanism of the brain is supported by neurological studies: Bar et al. (2007) show the default mode or baseline of the brain areas (Raichle et al. 2001) overlap with the regions activated by tasks that recruit associative processing. This means associative activation equals the process of the brain's baseline state. Bar et al. (2007) propose that continuous generation of predictions is derived from associative processes and analogical mapping of the brain. This study proposes that language production and comprehension theories employ this predictive process of the brain in that prediction seems to affect speech errors as well as implicature recovery.

농아인들이 일반인들과 수어 통역사 없이 의사소통을 하기 위한 인공지능 수어 처리 시스템은 수어를 인식하여 자연어로 변환하는 모델과 자연어를 수어로 변환하는 모델로 구성된다. 본 논문에서는 한국어를 번역하여 한국 수어를 생성하는 트랜스포머 기반의 End To End 심층 신경망 모델을 구현한다. 자연어 텍스트 입력으로부터 한국 수어 동작 자세에 대한 좌표에 대한 시계열 데이터를 생성하는 트랜스포머 모델을 구현하였고, 시계열 좌표 데이터를 실제 아바타 동작으로 변환하는 Unity 기반의 아바타 모델을 개발하였다. 수어 생성 트랜스포머 모델을 학습시키기 위해 AI Hub 수어 데이터를 활용하였으며, 생성모델의 정확도를 기존 연구들과 비교하였다. 또한 생성된 아바타의 동작이 농아인이 이해할 수 있는 동작인지 수어 통역사를 통해 검증하였다. 학습 데이터에 따른 정확도 차이는 추가적인 연구를 통해 확인해야할 부분이지만 기존 연구대비 더 나은 성능을 보였다.

The aim of this paper is to analyze the interrelation between the production of an English sentence, the recognition of its constituents and proficiency assesment in the EFL environment. It has been shown that a sentence is activated by working memory as 3-4 syntactic-semantic units in the process of language production. Such memorization system as this gives a critical clue to Korean EFL students of English who start to learn English in earnest after puberty. The hypothesis that a syntactic operation like ellipsis, displacement or substitution is undergone by phrasal unit is supported by grammaticality judgement. Constituent recognition in the process of speaking and listening is related to language proficiency. It is thus proposed that one of the most effective methods to learn English and to improve English proficiency is to recognize phrasal constituents including a verb phrase which usually contains one or two verbal complements as a cognitive unit

본 연구는 외국인 한국언어문화 전공생을 대상으로 한 멀티미디어 제작 실습 수업의운영 실제를 살펴보고, 기획부터 제작 그리고 유튜브 업로드에 이르는 일련의 과정이학습자의 언어 능력과 정의적 측면에서 어떠한 교육적 효과를 거두는지 분석하는 데목적이 있다. 이를 위해 인천 소재 I 대학교의 한국언어문화 전공 외국인 학부생 10명을 대상으로 15주간의 실습 수업을 진행한 실제를 다루었다. 학습자들은 ‘일상-정보형’, ‘지역 문화 체험형’, ‘전공 연계-전문직형’의 단계적 주제에 따라 한국어 영상 콘텐츠를직접 기획, 촬영, 편집하여 유튜브에 공개하였다. 연구 결과, 학습자들은 자막과 시나리오를 작성하는 과정에서 어휘 및 문법의 정확성을 높이는 자기 성찰을 경험하였으며, 특히 자막 제작 활동이 한국어 어휘 및 문법 지식 확장에 가장 큰 기여를 한 것으로 나타났다. 또한 영상 편집 및 플랫폼 활용 능력이 크게 향상되어 향후 관련 분야로의 진로 탐색에도 긍정적인 자신감을 얻은 것으로 확인되었다. 본 연구는 현 디지털 기술 시대에 멀티미디어 제작 수업이 한국어 전공생들에게 통합적인 언어 능력 신장과 전공역량 강화, 그리고 디지털 리터러시를 함양하게 하며, 단순한 소비자를 넘어 능동적인콘텐츠 생산자로 성장하게 하는 효과적인 교수 모델임을 시사한다.

This study aims to examine the practical operation of multimedia production classes for international students majoring in Korean language and culture and analyze its educational impact on language proficiency and affective domains. For this purpose, a 15-week practicum was conducted with ten international undergraduate students at I University in Incheon. Learners planned, filmed, and edited Korean video content following a stepwise thematic approach—comprising “Daily Life-Information”, “Local Culture Experience”, and “Major-Related Professional” types—and shared their work on YouTube. The study shows that the learners experienced self-reflection that increased the accuracy of vocabulary and grammar in the process of writing subtitles and scenarios, and in particular, subtitle production activities contributed the most to the expansion of Korean vocabulary and grammar knowledge. In addition, it was confirmed that the ability to use video editing and platforms has greatly improved, and positive confidence has been gained in the search for careers in related fields in the future. This study suggests that multimedia production serves as an effective instructional model that fosters integrated language proficiency, major-related competences and digital literacy, empowering international students to transition from passive consumers to active producers of Korean cultural content in the digital age.

본 연구는 외국인 한국언어문화 전공생을 대상으로 한 멀티미디어 제작 실습 수업의운영 실제를 살펴보고, 기획부터 제작 그리고 유튜브 업로드에 이르는 일련의 과정이학습자의 언어 능력과 정의적 측면에서 어떠한 교육적 효과를 거두는지 분석하는 데목적이 있다. 이를 위해 인천 소재 I 대학교의 한국언어문화 전공 외국인 학부생 10명을 대상으로 15주간의 실습 수업을 진행한 실제를 다루었다. 학습자들은 ‘일상-정보형’, ‘지역 문화 체험형’, ‘전공 연계-전문직형’의 단계적 주제에 따라 한국어 영상 콘텐츠를직접 기획, 촬영, 편집하여 유튜브에 공개하였다. 연구 결과, 학습자들은 자막과 시나리오를 작성하는 과정에서 어휘 및 문법의 정확성을 높이는 자기 성찰을 경험하였으며, 특히 자막 제작 활동이 한국어 어휘 및 문법 지식 확장에 가장 큰 기여를 한 것으로 나타났다. 또한 영상 편집 및 플랫폼 활용 능력이 크게 향상되어 향후 관련 분야로의 진로 탐색에도 긍정적인 자신감을 얻은 것으로 확인되었다. 본 연구는 현 디지털 기술 시대에 멀티미디어 제작 수업이 한국어 전공생들에게 통합적인 언어 능력 신장과 전공역량 강화, 그리고 디지털 리터러시를 함양하게 하며, 단순한 소비자를 넘어 능동적인콘텐츠 생산자로 성장하게 하는 효과적인 교수 모델임을 시사한다.

This study aims to examine the practical operation of multimedia production classes for international students majoring in Korean language and culture and analyze its educational impact on language proficiency and affective domains. For this purpose, a 15-week practicum was conducted with ten international undergraduate students at I University in Incheon. Learners planned, filmed, and edited Korean video content following a stepwise thematic approach—comprising “Daily Life-Information”, “Local Culture Experience”, and “Major-Related Professional” types—and shared their work on YouTube. The study shows that the learners experienced self-reflection that increased the accuracy of vocabulary and grammar in the process of writing subtitles and scenarios, and in particular, subtitle production activities contributed the most to the expansion of Korean vocabulary and grammar knowledge. In addition, it was confirmed that the ability to use video editing and platforms has greatly improved, and positive confidence has been gained in the search for careers in related fields in the future. This study suggests that multimedia production serves as an effective instructional model that fosters integrated language proficiency, major-related competences and digital literacy, empowering international students to transition from passive consumers to active producers of Korean cultural content in the digital age.

본 연구에서는 한일 상대 언어전공 학생의 커리어 지원에 특화된 교육용 비디오 교 재 ‟영상으로 배우는 커리어－한일 학생이 전공 언어를 살리기 위해서－”의 수업 실천 에 대해서 보고하고, 외국어 전공 교육에서의 커리어 교육의 실시 가능성을 찾는 데에 목적을 둔다. 한국과 일본은 정치와 문화에 있어서 교류의 역사가 깊고, 한국에서 일본 어 및 일본 문화를 배우는 학생, 일본에서 한국어 및 한국 문화를 배우는 학생도 옛날 부터 많다. 그러나 이 학생들이 졸업 후에도 활약하기 위한 체계적인 커리어 지원이 확립되어 있지 않다. 그로 인하여 이 학생들이 스스로 노력해서 진로를 개척해야 하는 상황에 처해 있다. 여기에 한일 언어전공 학생의 커리어 지원 상의 과제가 있다고 판단 하여 지금까지 마쓰자키･ 이소노･ 겐코(2019, 2020, 2021a, b, 2022, 2023a, b)에서는 학 부에서의 전문교육에 커리어 지원을 도입하기 위한 실태 조사, 교육용 비디오 교재의 제작 및 공개 등을 해 왔다. 이어서 본고에서는 이 비디오 교재의 수업 실천에 대해서 다루었다. 세 명의 연구자 가 성격을 달리하는 세 개 학교의 교실에서 일본어 또는 한국어를 전공하는 학생을 대 상으로 제작한 커리어 교육용 비디오 교재를 사용하여 수업을 실천하였으며, 수업 실 천 전과 수업 실천 후에 설문조사를 실시하였다. 그 결과를 분석한 결과, 모든 수업에 서 학생들이 커리어에 대한 의식이 향상되었음을 지적할 수 있었다. 이 결과는 외국어 를 전공하는 학생들에 대한 전공교육과 연계된 커리어 지원 교육의 실시 가능성을 시 사하는 결과라고 할 수 있다.

The purpose of this study is to report on the teaching practice of Video Resource “Careers through Video: Japanese and Korean Students Making the Most of Their Major Languages”, an educational video material specialized in career support for Korean–Japanese language majors, and to explore the feasibility of implementing career education in foreign language major education. Korea and Japan have a long history of cultural and political exchanges. Currently, there are many students studying Japanese or Japanese culture in Korea and Korean or Korean culture in Japan. However, there is no systematic career support for these students after graduation. As a result, these students are in a situation where they have to determine their own career paths. In response to these issues, Matsuzaki, Isono, and Kenko (2019, 2020, 2021a, b, 2022, 2023a, b) have conducted a survey about providing professional education career support to undergraduates, as well as producing and releasing educational video materials. In this article, we discuss the classroom implementation of these video materials. Three researchers used the video teaching materials for career education at three different schools for students majoring in Japanese or Korean . Surveys were conducted before and after the implementation of the video teaching materials. Analysis of the results indicated that students' career awareness improved in all classes. This result suggests the possibility of implementing career support education for students majoring in foreign languages in conjunction with their education major.

Non-native speakers of Japanese feel that Japanese tokushuhaku (long vowels /R/, geminates /Q/, and syllabic nasals /N/) syllables are difficult. This study investigates the acquisition of Japanese tokushuhaku production by 11 Korean learners of Japanese. Kashima (2001) and Yang (2004) show that Korean learners of Japanese have difficulty with rhythmic type 212 (ex. ei /ga / kan，kiQ / sa / ten etc.). This study used 42 words consisting of 10 rhythmic types, type 11, type 12, type 21, type 22, type 111, type 121, type 122, type 212, type 221, and type 222). The words were presented to participants in the carrier sentence ‘korewa ~ desu (This is ~)’ which they read aloud. Their production was recorded. Data was taken twice with a year interval between recordings. There are three main results: 1) The rhythmic types were acquired in the following order 12 ￫ 111 222 ￫ 22 ￫ 11 ￫ 21 ￫ 221 ￫ 212 ￫ 121 ￫ 122. This order demonstrates a tendency to acquire simple rhythmic types before complex types. 2) The more mora in the word, the more difficult it is to acquire (p<.001). 3) There was not any significant improvement over the year of this study observed.

광고 커뮤니케이션에서는 메시지의 의미를 효과적으로 전달하기 위해 다양한 창의성과 표현전략을 구사한다. 그 가운데 복잡한 광고 메시지 생산 및 상품과 관련성이 높아 커뮤니케이션 효과가 큰 크리에이티비티로 언어전략이 흔히 사용된다. 주로 카피가 담당하고 있는 개념전달이 무엇을 말할 것인가에 해당하기 때문이다. 언어전략은 언어창의성을 발휘하는 중의성 표현으로 나타나는데, 소비자의 시선을 잡고 광고에 개입하게 만들어 의미해독을 하게 만드는 기법이다. 본 논문은 이런 언어창의성을 발휘하여 효과적으로 의미를 생산하고 소비자가 지배적인 의미를 수용하는 과정을 규명하는 탐색적 연구이다. 창의성의 체계모델과 4C 모델을 통합하여 언어창의성의 의미생성 과정과 유형은 분석했다. 그 결과 언어창의성의 효과를 획득하기 위한 카피라이팅은 일차적으로 개념을 규정하고 난 뒤, 중의성을 활용하여 표현해야 한다는 것이다. 개념은 사회 문화적인 영역의 의미를 내포하여 Big-C 수준의 창의성을 함축한다. 소비자는 중의성의 카피를 처음에는 표면 의미로 해독하고 난 뒤 카피 메시지의 중의성에 숨어있는 심층의미를 간파하게 된다. 이때 소비자는 광고 카피의 모호성과 중의성에 숨어 있는 메시지의 의도를 발견하는 기쁨을 얻게 되어 광고 선호도가 제고된다.

Advertising expresses various creativity and strategy to communicate effectively meaning of message. As it is very complex to produce message and creative process, language strategy that has high relevance of product is important. Copy mainly is responsible for concept(what to say). Ambiguity with language creativity catches customer's attention and makes them engage in advertising and make them decode meaning of advertising. This paper is experiment study of meaning production process that ambiguity effectively produces language creativity and customer accept dominant meaning. In result System model and 4 C model are integrated, to produce language creativity, at first creator has to define the concept, secondly express ambiguity. Concept includes and communicates the meaning of Big-C level with socio-cultural meaning(domain). Customer at first decodes surface meaning of ambiguity, secondly understand deep meaning and hidden meaning of copy message. At this moment customer discovers hidden intention of ambiguity and language creativity, he(she) feels fantasy of discovery and accepts creativity in advertising, level of advertising preference becomes up.

컴퓨터 게임은 다양한 학문 분야 융복합의 결과물로 컴퓨터 게임을 제작하기 위해서는 다방면의 지식과 경험을 필요로 한다. 본 연구에서는 게임 제작 교육의 시간과 비용 그리고 교육 난이도를 낮추어 보다 쉽게 게임 제작 프로젝트 과정을 수행하기 위하여 스크래치를 사용하는 게임 제작 과정을 보여준다. 스크래치를 사용하여 게임의 핵심 기능을 직접 만들어 보며 게임의 개발 과정과 제작 원리를 체험하도록 하였다. 그리하여 컴퓨터 게임의 제작 원리를 이해하고 제작과정에 필요한 프로그래밍과 멀티미디어의 기능을 보다 쉽고 재미있게 학습할 수 있도록 하였다. 교육이 끝난 이후 설문을 통하여 효과성을 검증하였다. 그 결과 스크래치를 사용한 게임 제작 원리의 학습은 게임의 구조를 이해하는데 도움을 주고 학습자의 흥미를 증진시키며 수업의 재미와 만족을 높여주는 것으로 나타났다. 또한 스크래치를 사용한 게임 제작 원리의 학습은 프로그래밍 과목의 학습에도 도움을 주는 것으로 나타났다.

Computer game is a result of integration of various academic areas, and the production of computer game requires knowledge and experience from various areas. This study demonstrates a game production process using Scratch. The intent was to experience the game development process and the production principle through actually building the core functions of a game using Scratch. As such, the computer game production principle was understood and it was made possible to learn more easily and more enjoyably the functions of multimedia and programming necessary for the production process. As the result, the learning of game production principles using Scratch was found to enhance the interest of the learner, and help with the understanding of game structure and learning software/programming language.

다인종·다문화 사회에서 비원어민 한국어 교사가 점점 늘어나고 있다. 다만 아직까지 비 원어민의 한국어 음소에 대한 비원어민의 지각 연구가 적다. 본 연구는 중국인 한국어 초급 학습자의 한국어 단모음에 대한 한국인, 중국인, 베트남인 예비 한국어 교사의 지각 양상을 고찰하였다. 음향음성학적 분석을 통해 중국인 한국어 초급 학습자가 산출한 한국어 7개 단모음의 포 먼트(F1, F2)는 F1/F2 모음공간에서 매우 인접하였으며, 특히 일부 모음은 서로 부분적으로 겹치는 경향을 발견하였다. 그중 /ʌ/와 /o/는 F1/F2 모음공간에서 분리가 되지 않았다. 지각 실험 결과에서 세 집단 중 전체 단모음에 대한 식별률은 중국인 청자가 가장 높았고 베트남인 청자가 가장 낮았다. /ʌ/와 /o/에 대한 식별률은 공통적으로 세 집단 모두 낮게 나타났다. 나머지 단모음에 대한 식별률에서 한국인 청자는 /u/에 대한 지각을 어려워했고 베트남인 청 자는 /ɯ/, /u/, /e/에 대한 지각을 어려워했다. 반면 중국인 청자는 /ʌ/와 /o/를 지각할 때 어려움이 발생한다. 결과적으로 청자의 모국어의 F1/F2 모음공간을 살펴봄으로써 비원어민 청자가 부분 모음을 지각할 때 모국어의 영향으로 지각하였다. 이 연구를 통해 중국인 초급 학습자가 산출한 한국어 단모음과 관련하여 비원어민 예비 한국어 교사 집단별에서 지각적 차이가 있다는 것을 밝혔고, 이를 초래하는 원인을 논의하는 동시에 한국 사회에서 비원어민 간 의사소통의 연구 필요성도 제기하였다.

In multicultural and multiracial societies, the number of non-native Korean language teachers is steadily increasing. However, research on non-native speakers’ perceptions of Korean phonemes produced by other non-native speakers remains limited. This study examined the perceptual patterns of Korean, Chinese, and Vietnamese listeners regarding the Korean monophthongs produced by Chinese beginner learners of Korean. Acoustic phonetic analysis revealed statistically significant differences in the formants (F1, F2) of the seven Korean monophthongs produced by Chinese beginner learners. However, in the vowel scatter plots, there were overlapping areas between the monophthongs, resulting in lower speech clarity for Chinese beginner learners compared to native Korean speakers. Among the monophthongs, /ʌ/ and /o/ had considerable overlapping formants, causing them to be produced as a single vowel. In the perception experiment, among the three groups, Chinese listeners had the highest overall perception rate of the monophthongs, while Vietnamese listeners had the lowest. Although all three groups showed low perception rates for /ʌ/ and /o/, their perceptual tendencies varied. Chinese listeners, influenced by Korean, tended to perceive ㅓ [ʌ], while Vietnamese listeners, influenced by their native language, tended to perceive ㅗ [o]. Regarding the other monophthongs, Korean listeners struggled with perceiving /u/, while Vietnamese listeners had difficulty perceiving /ɯ/, /u/, and /e/. On the other hand, Chinese listeners showed numerous perceptual errors for /ʌ/ and /o/. Ultimately, by examining the vowel space of the listeners’ native languages and Korean, it was confirmed that non-native listeners’ misperceptions were influenced not only by their native language but also by the Korean they had learned. This study revealed perceptual differences among groups of non-native prospective Korean language teachers regarding the monophthongs produced by Chinese beginner learners and discussed the causes of these differences. It also highlighted the need for further research on communication between non-native speakers in Korean society.

Kim, Jee-Hong. 2011. A Critical Review of Levelt's Model of Language Production. Korean Journal of Linguistics, 36-4, 887-901. The 1980s witnessed the emergence of several models of language production. Among those, Levelt’s (1989) was particularly comprehensive. Its revised version (Levelt, 1999) is composed of two modules, namely, the rhetorical/semantic/syntactic system and the phonological/phonetic system. This paper argues that the revised model needs to be further augmented to allow multiple processing of production to account for dynamic communication. It is suggested that a multiple layer could include decision procedure of meta-intention, choice of expression, immediate checking of audience reaction, and theme advancement strategies, all of which could be activated simultaneously during online production. (Geongsang National University)

Using three communicative language tasks designed based on Ellis’ (2009a) task characteristics, this study looks at how language production and communication strategy use will vary with a change in task material types and lexical concreteness of vocabulary items. Korean university students worked in speaker-listener pairs to describe and identify three sets of words. Each task used different types of materials for the listener (pictures, words, and no materials). Language production was analyzed through the identification of AS?units and compensatory strategy use. There was a clear increase in language produced for the third task (no materials). The participants used a very restricted number of strategies, mainly analytic conceptual compensatory strategies. The implications include the need for instructors to use more output-prompting tasks, and to introduce learners to more communication strategies.

Objectives: Effective communication is an important part of social interaction significantly influenced by the mental states of communication partners. With the listener and the speaker constantly changing their thoughts and responding accordingly, a conversation is considered to be the most natural task to assess language production abilities. Therefore, the present study aimed to profile the language production abilities in Indian adolescents using a conversational based task. Methods: A total of 90 participants between 10 and 16 years of age were equally grouped into 6 groups. The research was conducted in three phases. Phase I included the development of the stimuli; Phase II included task administration; and Phase III included data and statistical analysis. The language parameters included in the study were Communication Units (CU), Statements (ST), Questions (QU), Abandoned Utterances (AU), Interrupted Utterances (IU), Response to Questions (RQ), Response to Yes/No Questions (RYN), Response to Intonation Prompts (RIP) and Utterances with Overlapping Speech (UOS) were studied using Systematic Analysis of Language Transcripts (SALT) software. Results: The results of the study indicated a change in the usage of most of the language parameters. ANOVA test showed significant difference (p<.05) for CU, ST, QU, UOS, and RQ. However, a poor level of significance (p>.05) was obtained for IU, AU, RYN, and RIP. Post Hoc Bonferroni test was applied to estimate the level of significance between groups. Conclusion: The research does conclude that language production abilities develop throughout adolescence, with certain linguistic parameters being potential developmental markers to assess language abilities in adolescents.