• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.157-175
• /
• 2011

The purpose of this study is to compare learners' view on Korean and native teachers of English with regard to competence of teaching skills. A total of 166 high school students attending the same high school in Korea participated in a questionnaire survey. The students were asked a series of questions about their five Korean teachers of English and three natives. The analysis of the results indicates that the learners believed Korean English teachers would be better in teaching vocabulary, grammar and reading than native English teachers. The learners answered native English teachers would be better in teaching speaking, listening, and writing. In the areas of the accuracy of classroom language, the level of teacher-centeredness, and the amount of cultural information given in a classroom, there were no significant differences in the learners' responses between Korea and native teacher of English. By recognizing the differences of the learners' views on two different types of ELT teachers, we suggest that it would be beneficial for learners if we would utilize their views in designing and administrating a team-teaching program.

• Language and Information
• /
• v.15 no.2
• /
• pp.1-21
• /
• 2011

Of the coordination structures in Korean, the symmetric and asymmetric properties of verbal coordination have challenged both theoretical and computational approaches. This paper shows how a typed feature structure grammar, HPSG, together with the notions of 'type hierarchy' and 'constructions', can provide a robust basis for parsing (un)tensed verbal coordination as well as pseudo-coordination found in the language. We show that the analysis sketched here and computationally implemented in the existing resource grammar for Korean, Korean Resource Grammar (KRG), can yield proper syntactic structures as well as enriched semantic representations for real-time applications such as machine translation.

• English Language & Literature Teaching
• /
• v.9 no.2
• /
• pp.71-90
• /
• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• English Language & Literature Teaching
• /
• v.13 no.4
• /
• pp.109-126
• /
• 2007

English article has been considered as one of the most difficult areas to learn among ESL/EFL students. The current paper reviews English learners' article error patterns as well as pedagogy in order to teach English articles and to minimize learning difficulties on English articles. Different pedagogy for English articles on the basis of learners' proficiency levels are suggested as each proficiency level student shows a different error tendency; beginning level language learners used the zero article with the most facility while intermediate level language learners used the definite article the most accurately. However, studies about high advanced level learners' error patterns present that these high accuracy rates among beginning level students might be a result of students' plain guessing. Considering these error patterns, pedagogy for advanced level is also suggested.

• Korean Journal of English Language and Linguistics
• /
• v.2 no.2
• /
• pp.227-248
• /
• 2002

This paper reviews current developments in UG-related SLA·FLL research. It discusses the findings of Hahn (2000), Shin (2000) and Yang (2001) with respect to the following issues: the role of UG parameters in SLA·FLL and the developmental aspects of inflectional categories in Korean EFL learners' interlanguage. It contends that Korean EFL learners' inflectional grammars are constrained by L1 as well as by Universal Grammar.

• Journal of Korean language education
• /
• v.29 no.3
• /
• pp.197-225
• /
• 2018

The purpose of this study is to compare the difference in the interactions between beginning language learners and heritage learners on their forms based on the interaction hypothesis. In this study, three types of information gap activities were used to analyze Language Related Episodes (LREs) while investigating the interaction patterns in language use between four pairs (eight learners) of foreign learners and four pairs (eight learners) of English-speaking heritage learners. The result indicated that foreign learners had a high focus on form during interaction. In particular, they had a tendency to focus on vocabulary rather than grammar, and they conducted self-repair by examining and mostly adjusting their speech to postposition and tense. However, in the problem-solving process, they showed a limited ability in interaction, and thus directly asked others to settle the problem or resorted to using English due to their lack of ability to employ various communication strategies. However, heritage learners had a relatively low focus on form compared to foreign learners. Yet, they also focused more on vocabulary rather than grammar and conducted self-repair in interaction, especially for vocabulary. In addition, they were skillful at using various communication strategies such as indirect expressions, use of alternative words, evasion, and delaying, to expand speech and prevent communication breakdown. They focused less on grammar and mostly did not provide negative feedback in interaction.

• The Journal of the Korea Contents Association
• /
• v.16 no.1
• /
• pp.743-752
• /
• 2016

This study aims to investigate the overall effects of teaching grammar in the Korean EFL classroom. A meta-analysis of 67 research findings in 30 articles was conducted to synthesize the results of these studies by calculating the mean effect sizes. This study reviewed and analyzed the previous studies in terms of subjects, treatment period, and types of grammar teaching. The results showed that teaching grammar in the classroom had beneficial effects on learners in general (d=.907). It was found to be more effective for middle school and university students than for elementary and high school students (Q=37.065, df=3, p=.000). There was no statistically significant difference in terms of treatment period and types of grammar teaching. Pedagogical implications and suggestions for Korean EFL learners are also discussed.

• English Language & Literature Teaching
• /
• v.11 no.2
• /
• pp.149-170
• /
• 2005

The purpose of this paper is to make a sentence systemic within the category of structural grammar for the modality in which a speaker expresses his attitude. It is the priority of a language to communicate meaning. By eliminating the theoretical description of traditional grammar, this paper also aims to illustrate the concepts of nine modal verbs through a systemic network. The concept of modality includes both the epistemic and the deontic characteristics of modality. Epistemic modality is associated with either knowledge or belief on the part of a speaker who gives his own judgments about the state of affairs, events, or actions. However, deontic modality is related to either the possibility or the necessity of acts that a speaker performs to give permission or fulfill an obligation. In conclusion, all the subsystems are described within the framework of the systemic network, with the intention of including all the potential options of the semantic functions available in a situation.

• Language and Information
• /
• v.18 no.2
• /
• pp.1-29
• /
• 2014

Relativization is one of the common syntactic operations to merge two different clauses into a single information unit. This operation plays a pivotal role to structuralize multiple clauses cohesively as well as serves to specify the property an individual has within the context. That implies that relativization contributes to information structure of multiclausal sentences. In this context, this paper delves into information structure of relative clauses in English with an eye toward creation of a computational model from a standpoint of machine translation. The current work employs Head-driven Phrase Structure Grammar (HPSG, Pollard and Sag (1994)) as a theory of grammar and Minimal Recursion Semantics (MRS, Copestake et al. (2005) as a meaning representation system. Building upon these formalisms, this paper addresses how information structure of relative clauses can be represented and constrained. The current work makes use of Individual CONStraints (ICONS) for modeling relative clauses with respect to information structure. The current work also investigates which relative clause involves which information structure constraint. The present study argues that non-restrictive relative clauses impose a more specific constraint on information structure than restrictive relative clauses.

• Proceedings of the Korean Society for Language and Information Conference
• /
• 2007.11a
• /
• pp.365-374
• /
• 2007

This paper investigates the nature of Japanese argument cluster (Steedman 2000b). Based on Combinatory Categorial Grammar, a type-raising analysis of case particles which captures some aspects of the information structure in Japanese is discussed, including contrastive interpretation of coordination, wh-constructions, and some theme and rheme-related grammatical phenomena. These observations offer further support for the study of syntax, semantics, and phonology interface and the earlier analysis of English information structure.