• Korean Journal of English Language and Linguistics
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• v.1 no.2
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• pp.243-272
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• 2001

This paper focuses on the applicability of paradigm to derivational morphology and the pressure of paradigm enforced on derivational phonology and morphology. Through a close examination of well-attested data, we will demonstrate that apparent surface idiosyncrasies in phonology are the results of paradigm leveling, and that paradigmatic forces of analogy are productively operating in English word formation. On the basis of these observations, it can be argued that the notion of paradigm has at least some justification within derivational morphology as well, even if not to the same extent that it has with inflectional morphology and that the paradigm forces are independently needed in any adequate phonological and morphological theory. This can also be extended to provide evidence against the split morphology hypothesis that inflectional and derivational morphology belong to different grammatical modules.

• Korean Journal of English Language and Linguistics
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• v.1 no.2
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• pp.273-293
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• 2001

In this paper, I examine the phenomenon of English depictive and resultative predications with specific attention given to the relation between accentual focus structure and argument structure. The goal is pursued primarily through a production experiment and analyses to establish the interconnection between focus and argument structure. The central claim is that the resultative predicate forms a complex predicate with a main verb, whereas the depictive predicate behaves as an adjunct in English secondary constructions. The result shows that the relationship between focus and accent depends at least in part on their argument structure, confirming that current focus theories about argument-head and adjunct-head structures in primary predication constructions can be extended to secondary predication constructions.

• Korean Journal of English Language and Linguistics
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• v.1 no.2
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• pp.311-329
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• 2001

This paper wanted to test the reality of English schwa by phonetic and phonological methods. Phonetically it wanted to see acoustic evidence of the relationship between the full vowels and their reduced vowels in the unstressed positions. Phonologically it wanted to prove how systematic the schwa sound is by the constraint-based grammar. As a result, the schwa phenomenon in English was supported both phonetically and phonologically. In the phonetic analysis no relationship Was found in the distribution of the F1 and F2 of the full vowels and their reduced vowels in the unstressed syllables of the derived words. The reduced vowels tended to converge into a target of F1 516 and F2 1815. The view that the schwa sounds have a target was supported. On the phonological side the constraint-based tableau produced the successful output by using FAITH (V), (equation omitted)V, FAITH V[-BACK+HiC], V[-Low, -TNS]#, REDUCE V[-STR, -TNS] as constraints. No ranking was found. Any violation of the constraints ousted the candidates.

• Korean Journal of English Language and Linguistics
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• v.1 no.2
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• pp.331-347
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• 2001

In this study I investigate two implicit arguments in English middles: discharged argument and event argument. I argue that in middle formation external argument is discharged and event argument is suppressed. The proposal can account for the problems with the previous studies (Williams 1981; Keyser and Reoper 1984: Roberts 1987: Fagan 1988, 1992: Chung 2000). When a middle derives from the corresponding transitive verb, the subject argument is discharged, being an implicit argument. Argument discharge is different from argument suppression in the passives and argument deletion in the ergatives. I also argue that event argument is suppressed in middle formation. Event argument suppression is supported by the following: (i) The transitive verbs are always eventive but the corresponding middles are stative, and (ii) the middles are underlyingly eventive, (iii) the middles are “adorned” by certain manner adverbials.

• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.387-416
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• 2001

In an attempt to identify highly probable causes of poor EFL performances, certain intriguing data of 11 common errors collected from 23 university students' listening and reading for correction of a short conversation of three people, with a questionnaire regarding their knowledge of the situational context, were analysed and interpreted within a theoretical framework of consciousness and the intonation unit (Chafe 1974, 1980, 1994), compatible with some important philosophical and psychological theories. The results: situational understanding does not always guarantee good EFL performances; the 11 errors were not attributable to hearing problems; consciousness appropriate for literacy and formal schooling appeared to be the major cause, which was inappropriate for a communicative use of English. Re-shaping of consciousness was suggested, with a warning against the ‘grammar consciousness raising’ approach.

• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.437-456
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• 2001

This paper raises a question on the theoretical background behind the English education at the elementary school level. The Critical Period Hypothesis (CPH), supporting the common belief of the earlier the better in foreign language learning, which has promoted the strong trend toward teaching English in Korean elementary schools, is analyzed to determine whether it provides a comprehensible picture to explain age-related factors and whether it is a valid hypothesis which can be applicable in an EFL situation such as Korea. This paper concludes that CPH itself is still considered as an impending hypothesis full of unresolved issues and that the present educational situation of Korean elementary schools is rather far from the environment in which the ideas of CPH could practically apply, and thus it may be desirable to find alternative theoretical backgrounds from which the educational programs can be developed and further expanded.

• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.457-476
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• 2001

This paper is to reconsider the relation between presupposition and anaphoricity. My proposal goes as follows: First, the anaphoricity view of presupposition is problematic in that it heavily relies on accommodated antecedents, and this will end up depriving the view of much of its content. So, it is suggest that accommodation should be taken as a mechanism to add presupposed new information to the context, like an asserted proposition. Next, I show that, between two prominent theories of presupposition projection, both of which commit themselves to the anaphoricity view, van der Sandt's theory is quite compatible with the revised view of accommodation, but Heim's theory isn't, because anaphoricity is at the heart of its projection mechanism. Finally, I suggest that unaccommodatable presuppositions should be explained not by the properties of presupposition itself, but by the lexical properties of presupposition triggers.

• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.497-508
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• 2001

This study tested whether non-native speakers approximated native-like locus equation slopes. Russian learners of English acquired native-like values of the locus equation slope for the English bilabial, and English learners of Russian made slight modifications to the locus equation slope of the Russian bilabial. The acquisition of the locus equations occurred gradually with experience. While English speakers, with limited experience with Russian, failed to approximate Russian-typical value of the locus equations slope, Russian speakers, with more extensive experience with English, succeeded in approximating the locus equation for English bilabial. The observation of locus equation transfer effect supports for the locus equation hypothesis as the unit of acquisition over CV-by-CV learning.

• Korean Journal of English Language and Linguistics
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• v.3 no.3
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• pp.341-373
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• 2003

A cross-linguistic examination of motion constructions reveals that the nature of the special property of English motion verbs that Tenny (1995) discussed-namely, why English can freely append locational delimiters to manner-of-motion verbs, as in Bill swam/rowed/canoed to the end of the lake -resides not in the verbs but in the semantic structure of the prepositions that denote transition from motion to end location. It is further argued that the differentiation of bounded paths from non-bounded Ones provides a clear-cut basis on which to distinguish motion constructions from resultative constructions. This proposal provides an alternative to the analyses of resultative constructions by Wechsler (1997) and Rappaport Hovav and Levin (2001).

• Korean Journal of English Language and Linguistics
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• v.3 no.3
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• pp.375-410
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• 2003

As Snow (1989) and Sternberg (1985) have long argued, learning, and adaptation to the learning environment or classroom context (at the levels of instructional treatment, interventionist focus on form technique, or pedagogic task) is a result of the interaction of context at each of these levels of description with learners' patterns of abilities. In this paper I argue that this is an important area of research for SLA pedagogy, as well as SLA theory development, and I review recent developments in the study of L2 learning conditions; of the abilities contributing to L2 aptitude; and of their interaction with the processes involved in successful classroom learning and practice, and propose a model of ‘multiple aptitudes’ for classroom learning based on these findings.