• The Journal of the Korea Contents Association
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• v.6 no.12
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• pp.186-191
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• 2006

The perception of English labial consonants was investigated via experiment where 40 Korean EFL learners identified nonwords with the target labial consonants [p, b, f, v] in 4 different prosodic locations: initial onset position, intervocalic position before stress, intervocalic position after stress, and final coda position. The overall result showed that the proportion of perception accuracy of the target consonants was rather low, amounting to only 55%. There was also a positional effect since the accuracy rates for perceiving the four target consonants differed by position. Specifically, the average accuracy rate of the target consonant identification was higher in intervocalic position before stress (70%) and initial onset position (67%) than in intervocalic position after stress (45%) and final coda position (36%). Further, the accuracy rate for [f] is was high in all prosodic locations except intervocalic position after stress. The perception patterns were accounted for by the markedness and perceptual factors in conjunction with stress location.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.788-791
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• 2006

The perception of English labial consonants was investigated via experiment where 40 Korean EFL learners identified nonwords with the target labial consonants [p, b, f, v] in 4 different prosodic locations. The results showed that there was a strong positional effect since the accuracy rates of the four target consonants differed by position. Specifically, the average accuracy rate for the target consonants was higher in the stressed intervocalic position and initial onset position than in the unstressed intervocalic position and final coda position. Further, the accuracy rate for [f] is was high in all prosodic locations except the unstressed intervocalic position. This is unexpected in markedness theory given that fricatives are assumed to be more difficult to learn than stops.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.283-292
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• 2016

This paper is intended as an investigation of 5 sentence patterns which have exerted a strong influence on the English education in Korea. The 'learning grammar', which is defined as the grammar in learning materials, was compared with 'reference grammar' derived from linguistic grammar with theoretical accuracy and validity. Although the notion of 5 sentence patterns has been assumed to be vestiges of old Japan textbooks, the classification system was originally established in 1929 by C. T. Onions. Particularly, new explanations regarding 'obligatory adjuncts' and 'marked construction' were provided in the learning materials, which could be seen as examples of the reflection of linguistic grammar theories on sentence patterns. If reference grammarbooks and the fruits of linguistic grammar research are used actively, material writers can avoid the errors of grammar description and more correct learning grammar can be taught to advanced learners.