Earticle

Modality, one of the central components of English grammar, speakers’ evaluations and emotions is known to be important in verbal communication but difficult to use accurately. The purpose of the study is to investigate the pattern of modal verbs used by Korean learners in their speaking. In the present study, a comparative analysis of a learner corpus of Korean undergraduates’ speech and an American native corpus was performed. More specifically, this study explored the use of six core modal verbs in both corpora using the AntConc 3.5.8 software. The results of this study are as follows. First, it was observed the tendency of Korean L2 learners to overuse 'can' and 'will' while underusing 'could' and 'would'. Second, it was revealed that English proficiency predicted learners’ versatility in using modal verbs. Based on these findings, several reasons were discussed underlying these differences. This paper provides valuable insights for teaching of modal verbs in the English classroom.

This paper aims to conduct a corpus-based study of English education textbooks and research articles through key cluster analysis. Specifically, using WordSmith Tools, this study investigates structural and functional features of English key clusters in the English education corpus. The English education corpus consists of three sub-corpora: TBC(Textbook Corpus), FWAC(Foreign Writer Article Corpus), KWAC(Korean Writer Article Corpus). The results show that compared with general corpus (BNC Baby), TBC, FWAC and KWAC have specific features, with differences and similarities in terms of 4-word cluster and key clusters. Regarding structural patterns, TBC has more NP-based clusters. Also, passive verb + PP patterns are more used with high keyness in the KWAC. In terms of functional features, it is noteworthy that the English education corpus contains genre-specific features with a considerable number of key clusters which belong to the categories of ‘others.’ Based on the study, pedagogical implications and suggestions for further study are provided in the conclusion.

This paper aims to analyze English vocabulary in the latest secondary school textbooks of South and North Korea synchronically, using corpus linguistics. To perform the study, six English textbooks of North Korea published between 2001 and 2008 have been constructed as corpora. All the textbooks for secondary school in North Korea, and those that correspond to the same grade levels in South Korea were compared and analyzed. The vocabulary sizes of both categories are similar, but the word variations in South Korean textbooks are twice as much as those in North Korean textbooks. That means the vocabulary in the textbooks of South Korea are more diverse than those of North Korea. To compare the differences in vocabulary levels, the two corpora were analyzed with corpus-based analysis programs such as 2015 KBEWL and GSL-AWL. The results show that student defectors from North Korea will likely have difficulties learning some of the English vocabulary. Thus, it is necessary to develop extra vocabulary teaching programs and materials to help them adapt to English learning in South Korea.

본 연구는 군사영어 코퍼스를 분석결과를 토대로 군사영어의 특징적인 측면들을 보여준다. 군사영어의 중요성과 특이성은 세 계 여러 나라에서 인정되어 왔다. 이는 군사영어에 관한 다수의 책과 문서들을 통해 알 수 있다. 그러나 군사영어의 다양한 측 면에 관하여서는 언어학적으로 충분히 연구되지 않았다. 따라서 언어학적 분석에 기반을 두지 않은 군사영어교육은 규범적인 (prescriptive) 경우가 많았고, 그 교육방법의 발전 또한 더디었다. 이 연구는 이러한 문제를 군사영어 코퍼스를 만들고 분석함으로 써 다루고자 하였다. 이를 통해 군사영어에 관하여 더 이해할 수 있을 것이고, 교육방법의 발전에도 기여할 수 있을 것이다.

This paper introduces aspects of military English on the basis of empirical evidence of Military English Corpus (MEC). The distinctiveness of military English is well recognized in many countries regardless of the countries and their first language, which is reflected by numerous books and manuals regarding the use of English in the military contexts. However, various aspects of military English still remain undiscovered, and the military English instruction tends to be prescriptive because of the lack of linguistic description. This has slowed the development of a focused instructional approach for this specific variety of English. Only few studies have considered military English in view of the findings of linguistic studies (e.g., Staczek, 1993). This paper aims to address the issue by building and analyzing Military English Corpus to better understand military English and contribute to teaching military English.

This study describes some characteristics of maritime institutional legal texts in terms of corpus methodology. We self-built two study corpora: a public maritime institutional corpus and a private maritime institutional corpus. The differences between the two corpora can be distinguished by identifying typical linguistic features from the keyness aspects of key words, key clusters, and key semantic domains. Specific words and phrases in complementary distribution are offered to distinguish public maritime legal characteristics from private maritime legal characteristics by comparing the self-built specialized corpora with the more general British National Corpus (BNC informative genre). Linguistic features are discussed from the view of keyness, thus enabling non-legal practitioners as well as non-specialist readers to discover and describe underlying parameters that best depict the differences between legal registers or genres.

This study creates a list of significant Korean academic formulaic expressions extracted with a morpheme-based N-gram from a corpus of research articles in Korean with about three million words. The corpus consists of five academic disciplines disciplines: humanities, social sciences, art, natural sciences and engineering. The expressions contained in the list (i) are of 3 ? 9-gram length, (ii) are of frequency of more than 20 times, (iii) occur more than 10% of the textand (iv) satisfy the keyness (p<0.0001) between academic and non- academic corpora. Items whose frequency and keyness are in the top ten are classified as core academic formulaic expressions, and these core expressions are investigated by the five academic disciplines. It is found that some of the core academic formulaic expressions such as -l swu iss-ta, (-um/-ess-um/-ko iss-um)-ul al swu iss-ta and -nun taumkwa kath-ta appear in all five disciplines.