Earticle

본고의 목적은 제2외국어 학습자를 위한 쓰기 교육의 내용으로서 쓰기 지식의 교수가능성에 대해 살펴보고, 쓰기 지식의 범주로 초급 한국어 학습자의 발표문에서 나타나는 오류를 분석하는 데 있다. 쓰기 지식 중 내용 지식은 교사의 통제가 어려우며, 과정 지식은 교육의 내용이 아닌 목표에 가깝다. 반면 맥락 지식과 언어 지식은 안정적이고 명시적인 지식으로 교수가능성이 높다는 점에서 쓰기 교육의 내용으로 반영할 수 있음을 확인하였다. 맥락 지식과 언어 지식을 바탕으로 초급 한국어 학습자의 작문 41편을 통해 발표문이라는 맥락에 대한 학습자의 이해 정도와 다양한 언어적 오류를 살펴보았다. 분석 결과, 언어 지식의 관점에서 보면 표기 오류 범주에서는 맞춤법 오류가 두드러졌고 문장 오류 범주에서는 조사의 생략과 오류가 높은 빈도를 보였다. 또한 구어 표현이 자주 등장하였다. 단락 단위의 결과를 보면 하나의 단락이 하나의 생각을 담아야 한다는 기본적인 단락 내용의 일관성이 지켜지지 않는 경우가 상당 부분 있었다. 맥락 지식의 관점에서 보면 독자를 고려한 본론 내용에 대한 구체적인 안내와 개관이 없고, 주제를 명확히 명시하지 않는 부분들이 나타난다. 이를 통해 초급부터 맥락과 언어 구조를 중심으로 한 쓰기 지식 범주의 수업이 필요하다는 사실을 알 수 있었으며, 초급 교재의 글쓰기 역시 맥락 지식과 언어 지식을 교육 내용으로 하여 접근할 필요가 있음을 확인할 수 있었다.

The objective of this research is to investigate teachability of Writing Knowledge(consist of Content Knowledge, Context Knowledge, Linguistic Knowledge, Writing Process Knowledge) in the classroom for L2 learners and to analyze the presentation papers written by Korean learner of novice level. based on the category of Writing Knowledge. Content Knowledge can not be controlled by teacher. Writing Process Knowledge is near the objective of Writing class, not the educational contents. On the other hand, Context Knowledge and Linguistic Knowledge are stable and explicit as educational contents. In regard to high teachability, it is reasonable to assume that Context Knowledge and Linguistic Knowledge are proper as educational contents. Based on Context Knowledge and Linguistic Knowledge, 41 presentation papers are analyzed. The results of analysis were as follows. First, from an Linguistic Knowledge, there are lots of spelling mistakes or errors, drop of postpositional particle. inappropriate colloquial expression. In accordance with paragraph, consistency of content was not kept in a fair number of papers. Second, from an Context Knowledge, some papers has no overview considering the reader or did not specify the subject of papers. Through the presentation papers analysis, writing class based on the Context Knowledge and Linguistic Knowledge as Writing Knowledge need to be formed from novice level. Writing textbook also should reflect Context Knowledge and Linguistic Knowledge as educational contents

The present study explored the relative contributions of planning, L2 linguistic knowledge and individual differences to Korean EFL students’ argumentative essays. Seventy-two university students enrolled in college English writing courses participated in this study throughout one semester. The components of planning, L2 linguistic knowledge and individual differences were identified and measured, and their relationships to the quality of L2 writing were examined. The factors that made a significant contribution to L2 writing were found to be participants’ ability to recognize good L2 essays and the quality of content of the outline in planning (21.4% explanatory power); grammar, productive vocabulary and sentence processing speed in L2 linguistic knowledge (42.7%); and eight items from the self-efficacy, strategy, and motivation questionnaires in individual differences (44.8%). When common effects were controlled for, the independent contributions of planning, L2 linguistic knowledge and individual differences to the quality of L2 writing were 7.2%, 14.1% and 16.3%, respectively. Based on the relative contributions of the three factors that are involved in L2 writing, pedagogical implications for L2 classrooms are provided.

This paper investigates the use of reading strategies and analyzes the reading behaviors of mature English-as-a-foreign-language (EFL) readers. In brief, this study examines the reading performance of four Thai college students. Through the use of think-aloud protocols, interviews, and observations, I document EFL Thai students’ use of reading strategies while they are in the process of reading and comprehending four English and Thai texts. The findings reveal that three broad themes emerge from the analysis: a) the most frequentlyused strategies across readers in reading L1 and L2 texts, b) the effective use of reading strategies demonstrated by the students in reading L2, and; c) metacognition development in reading L2. However, the data did not provide adequate evidence to comment on the issues of the language transfer and cognates in reading L2 texts.

본 연구는 영·유아와 부모를 대상으로 구강건강지식 및 언어적 구강건강문해력, 자모의 구강보건행태를 파악하여 영유아의 구강건강 증진을 위한 제도적 장치의 기초자료를 마련하기 위해 실시하였다. 2020년 5월 한달 간 경상남도 Y시에 소재한 00어린이집을 방문하여 어린이집 원장님 및 보육교사, 영유아의 어머니에게 연구의 취 지와 목적을 설명하고 동의를 구한 후 48개월 이하 영유아의 어머니 15명을 연구대상으로 하여 설문조사를 시행 하였으며 자료 분석은 SPSS(ver. 23.0 for windows, Chicago, IL. USA) 통계프로그램을 사용하여, 유의수준은 0.05이하에서 유의검정을 실시하여 통계적으로 유의한 것으로 하였다. 연구결과 자모의 구강보건교육경험 부족과 구강건강행동의 개선이 필요할 것으로 사료되었으며 영·유아 구강건강 유지 및 증진을 위하여 영유아 부모를 대상 으로 아동의 구강건강증진을 위하여 구강보건에 대한 정확한 지식을 제공하고 구체적인 실천방법에 대한 교육을 통해 중재가 필요할 것으로 사료된다.

This study was conducted to prepare baseline data of institutional strategies for the promotion of the oral health of infants and children, understanding oral health knowledge and verbal oral health literacy of infants and children and their parents, and mothers’ oral health behavior. The researcher visited 00 Daycare Center located in Y. City in Gyeongsangnam-do for one month in May 2020 and explained the intent and purpose of the study to the principal of the center, childcare teachers, and the mothers of infants and children and asked for their consent. Then, a survey was conducted with 15 mothers of infants and children aged under 48 months as the subjects, and for data analysis, using SPSS (ver. 23.0 for Windows, Chicago, IL. USA) statistics software, a significance test was conducted at the significance level lower than 0.05, which turned out to be statistically significant. As a result of the study, it was judged that mothers’ lack of oral health education experience and oral health behavior should improve, and for the maintenance and promotion of infants and children's oral health, it is judged that the accurate knowledge should be provided for the parents of infants and children and interventions should be made through education on specific practice methods for the promotion of their oral health.

선천적 지식의 본성에 대해서는 많은 견해가 있어 왔다. 플라톤으로부터 데카르트, 라이프니츠를 거쳐 칸트로 이어져 온 견해는 선천적 지식에 관한 전통적 이론이라 부를 수 있다. 전통적 이론은 (1) 선천적으로 알려지는 모든 명제는 필연명제이어야 하고, (2) 어떤 명제의 필연성을 “파악하는 일”이나 “보는 일”이 어떤 사람에게 그 명제의 선천적 정당화를 제공하는 데 충분하다고 주장한다. 전통적 이론에 따르면, 선천적 정당화의 원천은 순수하게 이성에 기초를 두고 있다. 그래서 전통적 이론은 칸트의 선천적 종합명제에 대한 주장, 즉 감각의 도움 없이 세계에 관한 진리를 파악할 수 있다는 주장에서 정점을 이룬다. 하지만 전통적 이론은 나중에 심각한 공격의 표적이 되는데, 특히 논리 실증주의자들에 의해 집중 공격을 받았다. 그 중에서도 에이어(A. J. Ayer)는 그의 언어적 이론에 기초를 두고 칸트의 견해를 비판했다. 이 논문은 선천적 지식에 관한 전통적 이론과 현대의 언어적 이론을 비교 검토함으로써 선천적 지식을 둘러싼 논쟁의 초점을 명료화하려 한다. 그러기 위해서는 먼저 세 종류의 구별, 즉 선천적 지식 대 후천적 지식, 필연명제와 우연명제, 분석명제와 종합명제의 구별을 설명하고, 각 구별 간의 연관성을 살펴볼 필요가 있다. 그런 다음 세 종류의 구별을 통해 선천적 지식에 관한 전통적 견해의 요점과 난점을 드러내고, 전통적 견해를 비판하면서 제시된 언어적 이론을 살필 것이다. 마지막으로 언어적 이론 역시 궁극적으로는 소기의 목적을 달성하지 못한다는 것을 보일 것이다.

There have been many views about the nature of a priori knowledge. The views about it by Plato, Descartes, Leibniz, and Kant can be called the traditional view. The traditional view holds that a proposition knowable a priori is necessary as opposed to contingent, that a cognitive agent’s grasping it or seeing it amounts to a justification for it, and that the justification is derived from reason, not from experience. The traditional view culminates in Kant’s assertion about synthetic a priori knowledge, viz., we can grasp the truth about the world without observing it. But the traditional view received severe attacks, especially from logical positivists. For example, A. J. Ayer criticized Kant’s view on the basis of the linguistic theory. This paper aims to clarify the main points in the debate over the nature of a priori knowledge by comparing and contrasting the traditional view and the linguistic view. In order to achieve the aim, I first explain and expose the connections among the three distinctions: a priori knowledge vs. a posteriori knowledge, necessary proposition vs. contingent proposition, and analytic proposition and synthetic proposition. Next, I discuss the content and the problems of the traditional view, and move onto the linguistic view that was proposed as a replacement of the traditional view. Finally, I show that the linguistic view has its own problems.

The LKB system is a grammar and lexicon development environment for use with constraint-based linguistic formalism. This system has led grammar engineers to achieve efficient processing and easy grammar development. We tried the flat Korean analysis in the LKB, motivated by relatively free word orders and vagueness of hierarchical VP structures in Korean, which further contributes to implementation difficulties. Since the LKB is basically designed for the binary analysis, our approach has fundamental limitations. We are aware that there are likely to be some theoretical or linguistic debates regarding this approach but we also believe that adopting this approach to Korean is an even greater challenge. Along with the investigation of a couple of feature-based systems, we also experienced the importance of efficient grammar writings as well as future system improvements.

This study investigates how working memory (WM) capacity and L2 linguistic knowledge affect L2 literal and inferential reading comprehension, considering the presence or absence of background knowledge. Eighty upper-intermediate to advanced adult English learners participated, completing tasks to assess WM capacity, background knowledge, L2 linguistic knowledge, and reading comprehension (both literal and inferential). Stepwise regression analyses revealed that WM capacity had a stronger influence on both literal and inferential comprehension when background knowledge was absent. For literal comprehension, L2 linguistic knowledge was the sole predictor when background knowledge was present, while WM capacity dominated in its absence. Inferential comprehension was consistently predicted by WM capacity, regardless of background knowledge. These findings indicate that WM capacity and L2 linguistic knowledge influence L2 reading comprehension differently depending on background knowledge and the type of comprehension. Implications include incorporating WM training into L2 reading instruction and employing diverse WM assessment methods to measure WM independently of L2 linguistic proficiency.

한국어의 동사성 명사와 형용사성 명사는 경동사와 결합하여 문장의 서술어 역할을 하는데 이때에 명사는 보어 자질을 경동사에 전달하고 이렇게 결합한 후에 생성되는 서술어 복합체가 술어로 역할 한다. 이번 구문분석 시스템 연구에서는 LKB 시스템을 통해 한국어에서 체언과 결합하는 격조사의 처리와 용언과 결합하는 어미의 처리 및 동사/형용사성 명사가 경동사에 보어 자질을 전달하여 술어 복합체를 이루는 현상을 집중적으로 다룬다.

Yeon, Jaehoon (2021), “Extra-linguistic Knowledge and Pragmatics in the Interpretation of Korean Relative Clauses,” Language and Information Society 44. This paper explores how morpho-syntactic and semantic constraints interact with extra-linguistic and pragmatic factors in the interpretation of Korean relative clauses. Relative clauses in Korean are qualitatively different from those in European languages. This paper demonstrates that the interpretation of Korean relative clauses depends on context and pragmatic factors. In prior research, particularly in formal syntax, pragmatic factors have been neglected in considering relative clauses. Extra-linguistic knowledge and pragmatic factors play important roles in acceptability judgements and plausibility conditions for the interpretation of relative clauses in Korean. We also propose that Korean relative clauses show similarities to topic constructions in Korean. The plausibility condition in relative clauses can be compared to the aboutness condition in topic constructions. Lastly, we have shown that various pragmatic information interacts with and contributes to appropriate interpretation of Korean relative clauses.

Five sets of nonsense acoustical stimuli {$[sp{\varepsilon},st{\varepsilon},sk{\varepsilon}],\;[p{\varepsilon},t{\varepsilon},k{\varepsilon}],\;[sb{\varepsilon},sd{\varepsilon},sg{\varepsilon}],\;[b{\varepsilon},d{\varepsilon},g{\varepsilon}],\;['{\varepsilon}b{\varepsilon},'{\varepsilon}d{\varepsilon},'{\varepsilon}g{\varepsilon}]$} were presented for identification of English stops to native speakers of English, Chinese, and Korean. The English speakers perceived stops after /s/ as /p, t, k/; in other contexts as /b, d, g/. In the languages where other distinctions exist, however, the evaluation was different. The results suggest that in English the cue for stops after /s/ was syllable structure constraint: After initial /s/ always /p, t, k/ follow; the cue for the initial stops was aspiration. On the basis of the results, it was concluded that in English we should classify the unaspirated voiceless stops in initial /s/-stop clusters into the phoneme where [$p^{h},t^{h},k^{h}$] are in, and that perception is not only language specific but also context specific.

The purpose of this study is to see if there is any correlation between linguistic knowledge and writing competence in diagnostic writing assessment. The research data sources were constructed based on two：one is a questionnaire for assessing university students’ Korean linguistic knowledge, and the other is a paper examination for evaluating Korean writing competence in diagnostic writing assessment. The statistical data analysis was conducted at two：item and correlation analysis. The findings were that linguistic knowledge, especially syntactic and semantic, has a very strong correlation with rating categories, linguistic and textual features. The present results have some implications for teaching/learning Korean writing. Although the assessment is analytical, the writing education should be holistic, combining linguistic knowledge with categories of text construction.

This study investigated the relative contributions of linguistic knowledge and strategy useto L2 listening success, especially in bottom-up and top-down dominant listening tasks. Participants (n = 130) were Korean college students in a required listening course. Thetested variables for linguistic knowledge were sentence processing speed, grammar,receptive vocabulary, and productive vocabulary. Listening strategy use was measuredwith a metacognitive awareness listening questionnaire. We hypothesized that linguisticknowledge will make greater contributions to Bottom-Up-Listening-Comprehension(BULC) than to Top-Down-Listening Comprehension (TDLC), and different aspects ofstrategies will be accessed in each comprehension type due to different psycholinguisticfeatures of the tasks. A series of stepwise multiple regressions were conducted andconfirmed our prediction. The unique variance explained by linguistic knowledge was27.8% in BULC, but 22.4% in TDLC. Strategy items that address problem solving andmental translation were significantly related to BULC, while items dealing with directedattention and person knowledge had significant explanatory power for TDLC.

This study investigated how meta-linguistic knowledge affects EFL learners’ processing of recasts with focus on attention and awareness. Forty-nine Korean middle-school EFL learners participated in communicative tasks in small groups, during which they received feedback from a native speaker teacher in form of recasts. The stimulated recall analysis was employed to investigate the learners’ allocation of attention and levels of awareness. Learners’ recall reports were categorized into three attention types?no attention, attention to meaning, and attention to corrections?and three awareness types?no awareness, noticing the form, and understanding the form. These reports were then compared between the low and high meta-linguistic knowledge groups and in relation with the recast features. The correlations between the production of the target form and attention/awareness patterns were also investigated. The results revealed that metalinguistic knowledge had a positive influence on learners’ attention to corrections and awareness at the levels of noticing and understanding. Also the recast features both in the low and high meta-linguistic knowledge groups affected learners’ attention, whereas awareness remained consistent, hardly affected by the recast features. Attention to corrections and awareness at the level of understanding had significant positive correlations with the production of the target form. The findings of this study demonstrate the positive roles of meta-linguistic knowledge for second language learning.

Recent progress in large language models has intensified debate over whether such systems exhibit rule-governed grammatical competence or primarily track distributional regularities. We examine this issue using binding phenomena as a diagnostic domain, testing ChatGPT-5.2 across three tasks targeting (i) canonical binding constraints, (ii) bound-variable dependencies in VP-ellipsis, and (iii) contexts in which Principle C?like configurations may be pragmatically licensed. The model largely conforms to theory in local reflexive binding and in some pragmatically steered contexts, but it is less consistent on Principle B and, crucially, on variable binding under quantificational antecedents. In particular, the model tends to admit strict interpretations where a bound-variable construal is expected, suggesting difficulty maintaining structure- and semantics-dependent dependencies in ellipsis environments. Overall, the results point to strong surface fluency but limited rule-precise interpretive competence, cautioning against treating the model as a fully reliable linguistic informant.

This paper reports our on-going project aiming to develop a Korean resource grammar that can provide us with the possibility of deep processing for Korean. Though there exist several reliable morphological analysers developed for Korean, not many attempts have been made to build its syntactic or semantic parser(s), partly because of its structural complexity and partly because of few reliable grammar platforms. This paper presents some results of developing a computationally feasible resource grammar for Korean, named Korean Phrase Structure Grammar (KPSG), whose basic framework is couched upon a typed feature structure grammar, HPSG (Head-driven Phrase Structure Grammar). The paper also discusses results of implementing the grammar into the LKB (Linguistic Knowledge Building) grammar platform.

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The aim of this study was to conduct a contrastive analysis on the linguistic characteristics of Korean and Chinese news headlines and to apply the research results to machine translations of Korean and Chinese news headlines. To achieve this purpose, this study constructed a parallel corpus and comparable corpus of Korean and Chinese news headlines to conduct a comparative analysis and correspondence study regarding the linguistic characteristics presented in the form, vocabulary, syntax and punctuation marks of Korean and Chinese news headlines. The results from the contrastive analysis were applied to the machine translation of Korean and Chinese news headlines to verify the usefulness of this study. The significance of this study can be largely observed in linguistic and language engineering aspects. First, this study described the linguistic use of Korean news headlines that can be differentiated from general text. In addition, this study clarified the similarities and differences between Korean and Chinese news headlines, and summarized the correspondence rules required in Chinese translation. Next, by applying the experimental results and evaluating the linguistic research results in a language engineering study via machine translation, this study not only enhanced the accuracy rate, but also presented a successful case of interdisciplinary integration between linguistics and language engineering.