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This study explores EFL learners’ use of metacognitive strategies on reading different genres. We investigate whether EFL learners adopt different metacognitive strategies while reading different genres of text, and if English reading proficiency levels are relevant factors. We ask 34 students to read three different genres, Argument, Description, and Explanation, and investigate their use of metacognitive strategies through a survey questionnaire. We take three strategies, Global Reading Strategies (GLOB), Problem-Solving Strategies (PROB), and Support Reading Strategies (SUP), which are subcategories of reading strategies from Metacognitive Reading Strategies Inventory (MARSI) suggested in Mokhtari and Reichard (2002). We find that there is no significant difference in the use of metacognitive strategies on reading the three different genres, but the participants more rely on PROB on reading all the three genres than GLOB and SUP. The results also indicate that overall, the participants at the higher level of English reading proficiency use more metacognitive strategies on reading the texts, and in particular, utilize PROB more than those at the low level.

This paper reviews the patterns shown in the translation of Same Shape Chinese Characters of Synonym(SSCCS) and the translation ofconjunctions in a Japanese text when translated into Korean. Theanalysis showed the following results: In terms of the translation ofSSCCS, a corresponding translation into the same form was mostfrequently observed, followed by an equivalent form that is onlypartially altered, and by omission. The same results were observed inall genres, indicating that there is a strong tendency to preserve andreflect the vocabulary used in the ST into the TT when translatingSSCCS. In terms of the translation of conjunctions, translation ofconjunctions into conjunctions was observed most frequently, but withvaried degrees between different genres of texts. In novels, 84.885% ofthe conjunctions were translated into conjunctions, while in businessessays, the percentage was a mere 59.49%. As for translation of novelsfrom Japanese to Korean, whether it was in terms of vocabulary ortext, there was a strong tendency to preserve and reflect thecharacteristics of the ST onto the TT. Meanwhile, for business essays,there was a tendency for SSCCS to be translated into the same form. But in terms of texts, such as with conjunctions, a wider variation oftranslations were observed compared to the genre of the novel. Considering this difference, it can be assumed that the translator’ sdiscretion is greater in the genre of business essays than in novels. However, the above observations were derived from two pieces of textsin each genre, or a total of four translated texts and therefore anincrease in the number of texts to be analyzed is suggested for a moreobjective result.

Studies of a dictionary app in EFL learners’ composition are limited in language education research. This study investigated this issue in the view of genres. Two groups of 45 EFL undergraduates participated in the study. One group performed two genre-based writing tasks, narrative and argumentative, with the help of a dictionary app and the other without it. The written outcomes were rated on five components of writing such as vocabulary, grammar, content, organization, and communicative achievement. Lexical diversity and lexical sophistication of each text were measured and words written after dictionary look-up were examined in both accuracy of use and parts of speech. The results found that in the dictionary use condition, scores of vocabulary improved significantly in both genres. The diversity of vocabulary appeared to increase with dictionary aid, but not necessarily in sophistication. These changes were generally apparent in the narrative genre. Accuracy analysis revealed up to 60% of errors were detected in words written after dictionary look-up and the probability of error occurrence was noticeable in the argumentative genre, where the ratio of verb use was high. Implications for further studies are suggested.

The purpose of this study is to investigate the effects of genre-based writing, using story reading, on EFL learners' writing skills. For this study, three middle-school students and three high-school students were chosen as subjects and received writing instruction in six genres. Data collection included pre-and post-writings and genre-based writing portfolios. Physical structure analysis and topical structure analysis were employed. The data analyses revealed that the genre-based writing practice had the biggest impact on middle-school students when it came to fluency and topic coherence. Another finding is that the students performed poorly on the letter- and dialogue-writing tasks. Several suggestions are made based on the results: 1) English teachers should provide writing opportunities to students regardless of their proficiency levels; 2) students need to be exposed to practical genres, such as letters and dialogues, more often, and 3) reading materials, including storybooks and literary works, should be used as resources for rich linguistic input.

This study aims to investigate the effects of various types of input modification on English listening comprehension by Korean high school students. The participants of the study were assigned to three different types of listening input: one time listening, repetitive listening, and elaboration. They listened to five types of genres such as descriptive, narrative, comparison/contrast, causal/evaluation, and problem/solution This study examined how these different types of input and genres affect the students’ listening comprehension in terms of comprehension of main ideas and details, and inference, The results of the study revealed that different types of input modification and repetition influenced the students’ listening comprehension. For instance, repetitive listening and elaboration did not have a significant effect on the high-level students’ listening comprehension, whereas these types of input resulted in improvement in the low-level students’ listening comprehension. In addition, different input types had effects on the students’ listening comprehension according to the students’ proficiency levels. On the basis of the results, some pedagogical implications on the teaching of listening skills are presented.

The job, 'translator' has been in the spotlight for decades in Korea as one of the most aspiring jobs among young college students. This reflects the fact that communication between countries using different languages has been on the increase, and people across the world have increased their demands to obtain information faster than any others. In line with this trend, there have been a lot of works for translators to facilitate the communication between people using different languages. In recent years, there have been a lot of translations in the areas of children's books and books that introduce Korea and its culture to foreigners. This paper aims to find out a strategy applicable in translating texts that have different target readers through analysing the translated works of children's books and a cooking guide book. 'Abstraction ladder' was introduced as a strategy to find out proper registers to be used for texts of different genres. Although there might be other factors in selecting registers to be used in translating texts of different genres, this paper chose 'register' as the research target. Through further researches, it is expected that more factors that affect translating works of different genres more effectively so that translated texts have equivalent effects with source texts to their readers could be found out.

The purpose of this essay is to examine the collision between Ian Watt’s and Levi-Strauss’ perspectives on the novel genre, to critique them and to establish a more properly generic perspective on Pamela. Watt maintained that Pamela is the first novel because it satisfies his premises that the novel rose out of Protestantism and capitalism, and that the novel represents formal realism. But Lévi-Strauss and Northrop Frye consider the novel as exhaustion of myth. Frye considers genre as coming from literary tradition, and, then, realism is not the first novel genre. Pamela is the exhaustion of “Eros and Psyche” and “Cinderella”. Both of these perspectives have their own weakness. One is to sacrifice realistic accuracy for morality and gender ideology, and the other is to exclude the historicity and to present the secret of a forgotten freshness. To tackle these collisions and weaknesses, it is useful to examine another perspective that views as the novel the amatory fictions by Aphra Behn, etc. Though those fictions have been criticized as amoral, the representations of women as desiring subjects and political metaphor lead to requiring that they should be revised and aligned with Pamela as the novel. It will be insisted that the amatory fictions are the first English modern novels, and, then, Pamela is not the first novel but a successor to the amatory fictions.

Drawing on a systemic functional linguistics genre paradigm, this article examines model writing texts in two types of English teaching and learning materials for high school students in Japan: public and commercial textbooks. A corpus of 73 texts was created. This article aims to identify what genres are provided as model texts to teach and learn English writing in these textbooks. It further aims to identify the schematic structures of the genres identified. It was found that, in the commercial textbooks, only a limited range of genres was provided while, in the public textbooks, a variety of genres such as Information reports, Everyday procedures and Sequential explanations was included. In relation to text structures, different ways of constructing the Argument stage in argumentative genre texts were found in the two types of textbooks. Pedagogical implications for English writing instruction in Japanese high schools are suggested.

This paper intends to join the recent debate in African American literary scholarship regarding contemporary narratives’ “historical turn” to the slave past by situating the critical dialogue within a larger context of Black (in)humanity. Questioning the literary modes through which slavery is represented, scholars have examined psychological and aesthetic investment in the traumatic slave past as a means of forging contemporary African Americans’ relationship to Black subjectivity. This paper shifts the analytical focus in approaching the historical turn debate by examining two early neo-slave narratives-Toni Morrison’s Beloved and Gayl Jones’s Corregidora-as emphasizing individual agency and selfhood of the post-slavery generations. While many scholars have criticized neo-slave narratives’ melancholic historicism as pessimistically overdetermining the Black political future in the United States, I create a rupture in the existing scholarship by examining subtle moments of Black subject formation in narratives of slavery. By engaging with theories of memory and trauma, I argue that Morrison and Jones warn against the dangers of ancestors’ collective trauma devouring the present lives of post-slavery African Americans.

The traditional critics have attempted to codify ontologically objective, unchanging, formal literary conventions that remain fixed throughout history. On the other hand, other critics, like Marxist, Freudian, and historical critics, treat the literary text as part of a larger system of cultural change and development. Modern critics have noticed that literary text breaks generic rules; it cannot be reduced to a formula and does not fit precisely any specific generic category. The text is not a fixed one, but a field productive of meaning and ‘creative genres.’ Therefore, most modern critics have tried to disengage text from old notions of disciplinary and generic boundaries. As a consequence, their criticism finds interactions and intertextuality in and out of “literary” text and undergoes an unceasing process of deconstructing critical classification of dramatic genres as well as Shakespeare. This paper is designed to discuss how successful modern critical classification of dramatic genres in Shakespeare has been in improving upon Polonius’ cross-generic classification of plays in Hamlet (2.2) -- “tragical-comical-historical-pastoral; scene individable, or poem unlimited.”

This study examines keyword lexical bundles—widely distributed and legally significant multi-word expressions—across four maritime legal genres: Case Law, Legal Documents, Legislation, and Academic Legal Articles. Using a text dispersion-based approach, it effectively isolates domain-specific bundles, addressing the limitations of traditional frequency-based methods, which often overlook widely dispersed yet legally critical expressions. Findings reveal that academic keyword lexical bundles are most prevalent in Legislation and Academic Legal Articles, contributing to conceptual clarity and structured legal argumentation, while technical keyword lexical bundles are evenly distributed across Case Law, Legal Documents, and contracts, ensuring contractual precision and regulatory consistency. By classifying these bundles using the Maritime Academic Word List and the Maritime Technical Word List, this study identifies distinct syntactic and functional patterns, distinguishing referential, organizational, and stance functions. These findings contribute to ESP education, legal drafting, and maritime legal analysis, fostering linguistic accuracy, consistency, and clarityin maritime legal communication and regulatory frameworks.

The purpose of this paper was to examine how Korean learners of English express temporal information and use the tense-aspect to report chains of events in their narrative discourse. Ten adults Korean learners of English participated (two intermediate-level and eight advanced-level learners). The participants were asked to produce a Korean-telling-story task first and then a English-telling-story task. Twenty oral narratives were collected and grounding analysis was performed on all narrative texts. The findings of the study revealed that Korean learners tended to use the past tense to express completed actions in the foreground and the non-past to comment on actions or to evaluate the events in the background. This supports that grounding of narrative discourse may influence the distribution of tense-aspect morphology. Further studies should observe the function of the background and its influence on tense-aspect in narratives with a large-scale data.

게임은 다른 미디어에 비해 수많은 장르로 나뉘며 빠르게 새로운 장르들이 탄생하고 있다. 장르별로 플레이 어의 경험에 큰 차이가 존재하므로 장르별로 핵심적으로 요구되는 다른 재미를 제공할 수 있는 것이 게임 개발에 있어 성공의 열쇠가 된다. 따라서 효율적인 게임 개발을 위해 선행적으로 장르별 게임 재미요소에 대한 정량적인 연구가 이뤄질 필요가 있다. 본 연구는 게임 개발 실무에서 활용할 수 있는 구체적인 장르별 게임 재미요소의 우선순위를 계층화 분석법을 통해 정량적으로 도출하여 장르별 효율적인 개발이 이뤄지는 데 기여하는데 목적이 있다. 본 연구는 6가지 대분류 게임 장르를 기준으로 상호 복합장르로 자주 융합됨에 도 불구하고, 실무 경험이 풍부한 게임 개발자들도 명확한 재미요소의 차이점을 파악하기 어려운 액션, 어 드벤처, 롤플레잉 게임을 선정하여, 게임의 재미요소 모형에 대입하여 AHP 연구방법론을 통해 액션, 어드벤 처, 롤플레잉 장르별 중요도를 도출하고 중요도에 따른 우선순위를 비교분석했다. 상위계층에서 액션 게임 은 피드백 시스템, 다이내믹스, 메커닉스가, 어드벤처 게임은 스토리가, 롤플레잉 게임은 목표와 스토리가 중요한 것으로 평가됐다. 하위계층에서 액션 게임은 조작통제감, 타격감, 탐험이, 어드벤처 게임은 스토리텔 링, 긴장감(스토리 전개), 탐험이, 롤플레잉 게임은 성장, 캐릭터, 스토리텔링이 중요한 것으로 평가됐다.

Games are divided into numerous genres compared to other media, and new genres are rapidly being created. Since there is a huge difference in the player's experience for each genre, being able to provide different kinds of fun that is essential for each genre is the key to success in game development. Therefore, for efficient game development, it is necessary to conduct quantitative research on the fun factors of games by genre. The purpose of this study is to contribute to the efficient development of each genre by quantitatively deriving the priority of game fun factors by genre that can be used in game development through the AHP method. In this study, action, adventure, and role-playing games were selected based on 6 major game genres. Although these 3 genres are often fused as mutually complex genres, it is difficult for even experienced game developers to clearly understand the difference in fun factors. I derived the importance of each genre of action, adventure, and role-playing through the AHP method for the fun factor model of the game, and compared and analyzed the priorities according to the importance. In the upper tier, feedback system, dynamics, and mechanics in action games, story in adventure games, and goals and story in role-playing games were highly prioritized. In the lower tier, sense of control, feeling of hit, adventure in action games, storytelling, tension(story), adventure in adventure games, and growth, character, and storytelling in role-playing games were highly prioritized.

In digital games, typography serves not only as a vehicle for conveying information but also as a crucial visual element that shapes the game’s identity and emotional atmosphere. However, prior research has predominantly focused on graphics, backgrounds, and character design, with systematic analyses of typographic expression remaining limited. This study concentrates on the emotional functions of typography in games by analyzing 25 PC games across five representative genres: role-playing (RPG), shooting (FPS/TPS), strategy (RTS/TBS), MOBA (AOS), and horror. The titles of these games were assessed using a seven-point scale based on typographic variables—weight, form, spacing, slant, baseline, and visual effects—and subsequently translated into emotional dimensions: robustness, stability, dynamism, traditionality, and fantasy. Based on this framework, genre-specific emotional typologies were identified. The results indicate that RPGs emphasize grandeur and mythic symbolism; FPS/TPS games highlight robustness and dynamism; strategy games exhibit order and stability; MOBAs convey competitive dynamism; and horror games strongly employ fantasy and anxiety. By classifying genre-specific emotional types of typography, this study expands the scope of game graphic design research to include textual expression. Practically, it provides design guidelines that help align typographic choices with genre-specific emotional characteristics. Nonetheless, the study is limited to PC games and a single-researcher evaluation, suggesting the need for future research to incorporate diverse platforms and user-based assessments.

본 연구는 웹툰 IP 기반의 게임의 성공과 실폐 사례를 분석하고 안정적인 웹툰의 게임화를 위 해 웹툰 장르별 특성에 맞는 텍스트 기반 게임 유형을 제안한다. 로맨스, 판타지, 액션, 스릴러, 드라마, 코미디 등 다양한 웹툰 장르와 인터랙티브 소설, RPG, 턴제 전투게임, 텍스트 어드벤처 등 게임 장르를 매칭하여 각 장르의 핵심 요소를 게임 메커니즘으로 전환하는 방안을 제시한 다. 또한 텍스트 기반 게임의 장점으로 상상력 자극, 깊이 있는 스토리텔링, 상호작용성 증대 등을 언급하며, 이를 통해 웹툰 IP의 확장과 팬 참여 촉진 가능성을 탐구한다.

This study analyzes the success and failure cases of games based on webtoon intellectual property (IP) and proposes text-based game types suitable for the characteristics of different webtoon genres to achieve stable gamification of webtoons. We present a method for converting core elements of various webtoon genres such as romance, fantasy, action, thriller, drama, and comedy into game mechanisms by matching them with game genres including interactive novels, RPGs, turn-based combat games, and text adventures. The advantages of text-based games, including stimulating imagination, enabling deep storytelling, and enhancing interactivity, are discussed. Through this approach, we explore the potential for expanding webtoon IP and promoting fan engagement.

This study aims to examine the use of hedges in L2 college students’ writings and see whether the genre of writing affects their use of hedges. The proper use of hedges is particularly problematic discourse feature of L2 writing. The study, therefore, analyzes the use of hedges in L2 college students’ writings of five different genres; narrative, comparison, cause-effect, argumentative, and reaction essays. The results show that Korean writers generally tend to be affected by different genres when they write English essays, so they use hedging items with epistemic meanings differently between narrative and expository genres. Suggestions were made for using computer corpora in understanding EFL learners’ language difficulties and helping them develop communicative and pragmatic competence. The findings also give some pedagogical implications for teaching strategies to raise genre-specific as well as culture specific awareness in L2 writings.

The aim of this study is to identify the differences of complex beginnings in two different writing genres, argumentative essays and Introduction section of research proposals, written by advanced Korean EFL learners in an ESP writing class. To do this, 35 first draft of argumentative essays and 35 first draft of research proposals by 35 students were analyzed in terms of quality and quantity of the two writing genres. Of a total of 862 sentences in 13,945 words of the 35 first drafts of argumentative writing, 47.3% (408 sentences) of them included adverbials in sentence-initial (SI) position. In case of a total of 411 sentences in 8,577 words of the 35 first drafts of Introduction section of a research proposal, adverbials were found 46.7% of the sentences in SI position. Of the adverbials in SI positions, 5.6% and 5.1% respectively were complex beginnings composed of two adverbials. In order to identify complex beginnings composed of two adverbials in SI position, frequency and preference of conjunctive adverbials suggested in taxonomy types by Quirk, Greenbaum, Leech, and Svartvik (1985) were investigated. In addition, five types of complex beginnings such as stepwise orientations, compound orientation, grounded orientations, complex orientations and composite orientations suggested by Smits (2002) were distinguished. The findings will shed light on the use of adverbials by Korean EFL learners to develop coherent and cohesive relationship among sentences and maintain them throughout the contexts in two different genres.