• Cross-Cultural Studies
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• v.45
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• pp.381-431
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• 2016

This paper deals with Slavic discourse deixis comparing Russian, Polish, Czech and Bulgarian demonstrative and personal pronouns. In general, the Slavic proximal pronouns have precedence over the distal ones. Proximal pronouns, such as Russian eto, Polish to, and Bulgarian tova, are employed more frequently and widely than their distal counterparts to, tamto and onova. The distance-neutral pronoun to in Modern Czech was also a proximal pronoun in the past. These Slavic proximal and former-proximal pronouns function as a discourse deixis marker, whereas, in most other languages, the discourse deixis is mainly a function of distal or non-proximal demonstrative pronouns. However, the Russian, Polish, Czech, and Bulgarian discourse deixis differs in distal demonstrative and personal pronouns. In general, the Polish and Czech discourse deixis does not employ the distal demonstrative pronoun tamto or the personal pronoun ono. The Russian distal demonstrative pronoun to is actively used as a discourse deixis marker, and the personal pronoun ono can also be used to refer to the preceding discourse, though it is not frequent. In Bulgarian the distal demonstrative pronoun onova is rarely used to refer to a discourse, but the personal pronoun to frequently indicates a discourse that is repeatedly referred to in a text. The discourse deixis, which is a peripheral deixis and can be both deixis and anaphora, reveals different characteristics in different Slavic languages. In Russian, where all of the proximal, distal, and personal pronouns function as a discourse deixis marker, the deixis itself plays a crucial role in distinguishing these three pronouns from each other, revealing the speaker's psychological, emotional, temporal, and cognitive proximity to or distance from a given discourse. In Bulgarian, the most analytic Slavic language, the personal pronoun is used more as a discourse deixis marker to reveal the highest givenness of a discourse, and it seems that Bulgarian discourse deixis is more anaphoric than the other Slavic discourse deixis is.

• The Journal of the Convergence on Culture Technology
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• v.5 no.4
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• pp.183-189
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• 2019

The purpose of this study is to investigate the effects of mobile phone use on university students' English reading achievement and consider the value and effectiveness of mobile phones as a learning tool. The study's subjects were students from a university in Seoul, who were divided into an experimental group (n=37) and a control group (n=43). The experimental group used various mobile phone functions-such as searching, recording, taking photos, using mobile apps, and community uploads-in reading class. The control group, on the other hand, focused on students' presentations and the professor's explanations. Two achievement tests and an open-ended questionnaire were administered. The results revealed that the experimental group scored higher than the control group, which showed a significant difference. In addition, the positive impacts of mobile phone use as reported in the questionnaire were interest and motivation, self-directed learning, and continuous learning beyond time and space. In order to foster efficient second language teaching and learning, learners and also teachers must be aware of the potential value of mobile phones as a learning tool. To encourage more active mobile phone use in the classroom, diverse and interesting class activities using mobile phones should be developed.

• Cross-Cultural Studies
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• v.47
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• pp.217-240
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• 2017

This paper is based on a comparative analysis of the Korean act subject marks '-에게(한테), -로, -에' and Chinese passive marks '被[$b{\grave{e}}i$]/?[$r{\grave{a}}ng$]/叫[$ji{\grave{a}}o$]/?[$g{\check{e}}i$]'. Each distribution's aspects and characteristics were examined and corresponding relationships were analyzed by comparison of these forms. The method of this comparative analysis focused on three aspects such as tangible characteristics of the two languages, selective restrictions on the 'act subject' or 'passive subject' in the passive expression, and constraints on the use of the act subject (passive) marks in the Korean passive expression by '받다'. In this comparative analysis Korean act subject markers '-에게(한테), -로, -에' and Chinese passive markers '被/?/叫/?' are always as an adverb in passive expression in combination with the act subject. Despite this common point, some differences were revealed relative to the use of the two languages. First, we reveal that the 'act subject' and the conjoined manner follow the passive expression according to characteristics of the two languages. In addition, the act subject marks of Korean passive expressions '에게/한테, -에/로' only serve as an investigative role. They are limited only to [${\pm}animate$] of the act subject. But Chinese passive markers '被/?/叫/?' are often restricted by [${\pm}animate$] of passive subject, existence and non-existence of act subject. In the Korean passive expression by '받다', it is used as act subject marks '에게/한테, -에/로' but the Chinese passive marks are restricted by the meaning of lexical items in a sentence.

• Cross-Cultural Studies
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• v.40
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• pp.7-39
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• 2015

A kite in Japanese is the octopus. The reason is that when they saw the tail of the kite, they remembered the foot of octopus. And this kinds of associative action is called a mitate(見立て) in Japanese. Mitate is similar to metaphor, but these two concepts are somewhat different in causing laugh. Korean and Chinese comedic story's metaphor cause laugh by similarity of two things, but Japanese comedic story's mitate cause laugh by dissimilarity of two things. Chinese and Korean comedic stories focus on 90%'s similarity of two things, but Japanese comedic stories focus on 10%'s dissimilarity of two things. So, in this paper, I tried to consider the mitate of comedic stories of East Asia, and I found that there are the following three features. First, we can see the tendency of Chinese and Korean comedic stories's mitate concern on the human body's physical weakness. But, Japanese comedic stories subject to not the human body's physical weakness but the human's professional or identification temperament. Second, East Asian's comedic stories mitate which related character and word play came from the method of decomposition of Chinese characters, for that area's people have used Chinese characters for a long time. However, there are different cases in Japanese comedic story's Chinese characters mitate, where that characters mitate is combined with two different type's characters, for example, to associate one Chinese character and another Japanese characters, hiragana or katakana. Third, there are next type's mitate which came from misunderstanding of Chinese characters, it can be seen in Chinese and Korean comedic stories. Perhaps, this pattern related with Chinese three syllable's character pattern, which is a Chinese traditional word and character play.

• Korean Journal of Culture and Social Issue
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• v.26 no.1
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• pp.1-23
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• 2020

The purpose of this study was to analyze responses as bystanders of middle school girls in a simulated cyberbullying situation. This study also aimed to examine effects of bullying, victimization, anger-out, and state-anger on responses from girls as bystanders. The participants were composed of 2nd or 3rd grade middle school girls(N=59). Responses were classified into 7 categories(using explicit language, attacking, pass, changing topic, comforting victims, others, and conformity). Of these, attackings were classified according to the target(bully, victim, both, and ambiguous object). It was again classified as 'attacking response' and 'helping response' and was scored and summed according to the strength of the response and used as a dependent variable. Collected data were analyzed by correlation analysis and multiple regression analysis. The results of this study are as follows: First, the most frequent response was 'the others'(41.69%) followed by 'using explicit language'(20.34%), 'passing'(13.56%), 'attacking bully'(8.81%), 'conformity'(8.64%), 'changing topic'(6.61%), and 'comforting victim'(0.34%). Second, responses of attacking victim were positively influenced by the previous bullying experiences and acting anger-out, and were negatively influenced by the previous victimization experience. State-anger has a positively influenced on responses of the attacking bully and the helping victim. None of the variables were significant influenced on responses of the attacking both and ambiguous object. These results will be useful data to help middle school girls as bystanders properly intervene in cyberbullying situation. Finally, the limitations of this study were discussed along with suggestions for further research.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.339-345
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• 2023

Pre-service teachers have established and developed their own teaching strategies and professional language teaching skills based on their pedagogical and learning experiences. In this regard, it is conceivable that pre-service teachers' feedback may have distinct viewpoints and focuses. Therefore, the purpose of this study is to analyze pre-service teachers' feedback to microteaching demonstrations. Participants in the study were 40 prospective elementary school teachers. They were invited to offer feedback on microteachings video-recorded by their peers. According to the findings, we identified a total of 708 comments. The majority of feedback was categorized as teacher talk(40.1%) , followed by teaching and learning activity (20.9%), interaction (12.6%), teaching materials (11.4%), classroom atmosphere and learning environment (8.9%), lesson flow (3.7%), review and evaluation (1.3%), and introduction and objectives (1.1%). The most frequent types of feedback were the teacher's use of appropriate speaking rate, tone, and intonation. This finding reflects the fact that English teachers realize the importance of the teacher's English proficiency, therefore we suggest that teacher education institutions need raise awareness not just of teachers' English skills but also of their diverse perspectives.

• Korean Journal of Culture and Social Issue
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• v.19 no.3
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• pp.343-365
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• 2013

This study examined the effects of various individual differences on children's memory of a stressful experience. The participants for the current study were children (N=85) aged 4-9 years those who experienced a naturally occurring stressful experience from a dental procedure. There was overall negative relation between the level of stress and children's memory performance. However, more interestingly, the results of this study provided some further evidence that several cognitive (i.e., receptive language ability and working memory capacity) and emotional (i.e., children's general anxiety condition, children's self-report of pain and anxiety about the event) individual difference factors were associated with variations in children's remembering across ages. The results suggest that the relation between stress and children's memory might be impacted in part by children's various individual characteristics. Furthermore, the findings are discussed in the applied context that based on the results clinical and legal professionals can tailor interviews to best meet children's needs and capabilities, and create developmentally and individually sensitive guidelines for interviewing children in the legal system.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.1-8
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• 2023

This study investigates why Korean English speakers misunderstand the English article system, which article Korean EFL learners use more accurately in their English writings, and implications for English writing instruction from Korean EFL learners' utterances. There have been numerous studies on the acquisition of English article system by non-native English speakers. Those studies agree that acquiring English articles is difficult for learners of English as a second language. As a result, in this study, many English learners use the definite and indefinite articles a/an. Many wrote articles from their writings, and occasionally, errors of excessive use of definite articles occurred. Through this, this paper investigates how a Korean English learner whose native language has no articles chooses the English article system in speech. It is based on the elicited production of the Korean English learner and suggests some implications for teaching English writing in the classroom. When English instructors teach Korean English learners to write English, it is more important than anything else to practice the correct usage of definite articles or indefinite articles.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.89-100
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• 2016

The present study aims at investigating the effects of the Korean language ability, social support and acculturative stress of migrant laborers on hope and life satisfaction. The results of structural equation model showed that the social support and acculturative stress of migrant laborers influences life satisfaction through hope. The Korean ability of these laborers was intermediate level where they performed well in reading while they showed low performance in speaking and listening. The results of the study are as follows. First, hope mediates the effects of Korean ability on life satisfaction and does the effects of social support and acculturative stress on life satisfaction. Second the results that the better they hope the bigger life satisfaction gets implied that hope is the immediate cause of life satisfaction. Third, for their hope, we should provide not only language education but also opportunities for the perception that the role of family and neighbors is important. It is also necessary to facilitate active movements with the local community so that the migrant laborers take part in roles as members of society. Further we need to operate lifelong education programs for helping the migrant labores to adapt their lives in Korea.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.362-375
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• 2019

Since Kim Dae-jung's administration, the Korean government has established policy for overseas Koreans to provide nationalism education to their descendants. While the policy is still in effect today, as to how the recipients of the support in the USA make meaning of the programs given much changes in the social climate in respect to Korean culture, has not been examined in-depth. Therefore, through in-depth interviews with Korean Americans, the current study examined how the recipients of the educational program perceive policy on education program towards Korean Americans and whether it has strengthened their nationalism or sentiment towards motherland. The study further examines the factors that influences their sentiments towards the motherland as identified by Korean Americans. The findings show that exposure to the culture and parents' teachings of the Korean values have helped them embrace Korean heritage. Moreover, findings revealed that their sense of Koreanness were due to positive memories from visits they had when they were young and changes in Korea's status in the global arena. Future direction of the policy and suggestion for specific programs for Korean Americans, as well as implications of the findings are discussed.