• Speech Sciences
• /
• v.10 no.1
• /
• pp.59-67
• /
• 2003

The purpose of this study was to investigate Korean native speakers' perception of English sounds according to groupings of phonetic contrasts. The four groupings looked at were vowels, voicing (voiced-unvoiced), fricatives with difference in place of articulation, and other clusters of specific sound contrasts, such as stop-fricatives and liquids. The position of a sound in syllable was also examined. According to the results of ANOVA and a post-hoc analysis, the perception of vowels, in the medial position was different from that of consonants in the initial and final position. Vowels proved to be the most difficult group to perceive correctly. With the consonants, there was not a big difference whether the contrasts came initially or finally. The order of difficulty was liquids, fricatives, stop-fricatives, and finally voicing.

• The Journal of the Korea Contents Association
• /
• v.15 no.6
• /
• pp.589-596
• /
• 2015

The purpose of this study was (1) to examine the present state of English education for the 2018 Pyeongchang Winter Olympics preparations, and (2) to identify the need for an English language training program for international sports events. With these goals in mind, the information was gathered from telephone interviews with educational administration officials who were responsible for international sporting events. For the survey, a total of twenty-six participants responded to a questionnaire designed to gauge their self-perceived English instructional needs for international sporting events. The principal results obtained from this study were: the Pyeongchang Organizing Committee for the 2018 Winter Olympic Games signed an agreement with an official supplier of language training services. In addition, Gangneung city is providing a 'Global Leaders' Academy' and English programs for taxi drivers and citizens. The result of the survey shows that the majority of participants reported that an English language training program is essential for international sporting events and it should be different from general English language education.

• Asia Pacific Journal of Corpus Research
• /
• v.1 no.2
• /
• pp.27-39
• /
• 2020

This paper examines the frequency and distribution of the so-called "non-discourse marker functions" of so in essay writings produced by 200 L1 English speakers and 1,300 EFL learners in China, Japan, Korea, and Taiwan. Based on the data drawn from the International Corpus Network of Asian Learners of English, this study compares EFL learners and L1 English speakers' uses of so, identifying four grammatical uses, as (1) an adverb, (2) part of a fixed phrase, (3) a pro-form, and (4) a conjunction phrase specifying purpose. This study aims to show the wide variability among EFL learners with different L1s, identifying the tendency of usage both common among and specific to the sub-groups of EFL learners. The findings suggest that the learners demonstrate patterns distinctively different from those of L1 English speakers, indicating an underuse of so as a marker expressing "purpose" and an overuse as part of fixed phrases. Compared to L1 English speakers, the learners also tend to overuse so in the discourse marker functions, regardless of their L1s. The study proposes pedagogical implications focusing on discourse flow and diachronic aspects of so in order to understand its multifunctionality, although the latter is primarily suggested for advanced learners.

• The Korean Journal of Nuclear Medicine
• /
• v.35 no.3
• /
• pp.142-151
• /
• 2001

Purpose: This study was performed to search the relatively specific brain regions related to the semantic processing of Korean and English words on the one hand and the regions common to both on the other. Materials and Methods: Regional cerebral blood flow associated with different semantic tasks was examined using $[^{15}O]H_2O$ positron omission tomography in 13 healthy volunteers. The tasks consisted of semantic tasks for Korean words, semantic tasks for English words and control tasks using simple pictures. The regions specific and common to each language were identified by the relevant subtraction analysis using statistical parametric mapping. Results: Common to the semantic processing of both words, the activation site was observed in the fusiform gyrus, particularly the left side. In addition, activation of the left inferior temporal gyrus was found only in the semantic processing of English words. The regions specific to Korean words were observed in multiple areas, including the right primary auditory cortex; whereas the regions specific to English words were limited to the right posterior visual area. Conclusion: Internal phonological process is engaged in performing the visual semantic task for Korean words of the high proficiency, whereas visual scanning plays an important role in performing the task for English words of the low proficiency.

• Journal of the Korean Society of Costume
• /
• v.48
• /
• pp.53-70
• /
• 1999

The theatre costume in English Renaissance which is scarce in its historical materials can be inferred and imaginarily reconstructed from classifying it according to types of theatre costumes and considering its specific form in that age. The history of fashion could be also approached in the light of theatre costumes and it might be some help to the present theatre costume. Thus the purpose of this thesis is for contributing to the study of theatre costume by inferring the English Renaissance theatre costume from classifications and research of its pattern in detail. This thesis consists of the overview of the periodical background of English Renaissance and then analysis of the stage surroundings ar that time and classification of the theater costume acording to the types and finally inferences of the pattern of forms of the theatre costume. The theatre costume in English Renaissance can be divided into these group:(1) for foreigners such as Roman Turk Spanish and Jews (2) for supernatural beings such as a nymph god, goddess, ghosts, and witches(3) for professionals such as a clown, a clergyman. doctors and senators(4) for cast of animals such as a lion a bear and pigs. In the Elizabethan period theatre costumes were used together with Elizabethan costumes on the stage. Generally the theatre costumes in the age were typically made of very expensive materials and spectacles to the audience and compensating for the poor stage settings.

• Lingua Humanitatis
• /
• v.8
• /
• pp.409-427
• /
• 2006

This paper deals with the various conceptual metaphors of 'mind' in Korean and English within the Cognitive Semantics. The purpose of this paper is to investigate the metaphorical expressions of the concept 'mind' represented andunderstood in various ways in Korean and English, to find out the linguistically-universal conceptual metaphors underlying the uses of the metaphoric expressions. In addition, this paper discusses the differences in linguistic realization of the concept 'mind' between Korean and English from the socio-cultural background. In the traditional view, metaphor was thought only as the linguistic matters and a deviance from literal or normal use. However, within the Cognitive Linguistic view such as Lakoff and Johnson(1980), metaphor has been considered as a means of understanding and conceptualizing world. According to them, metaphor is found in everyday life because it is not only as a matter of language but also as a nature of human conceptual system controlling cognition, thought and behavior. Conceptual metaphor is suggested as a device to understood abstract and less familiar things through concrete and more familiar things. Conceptual metaphors may be realized linguistically as well as non-linguistically, in the form of movies, arts or behavior. To define the concept 'mind' shared among the Koreans, conceptual metaphors used to represent 'maum(mind)'in Korean are examined. Then they are compared with the ones used to represent 'mind' in English. This is based on the idea that conceptual metaphors represented in linguistic expressions naturally reflect the speakers' concept and conceptualization is a universal irrespective of language. This paper exemplifies the Korean sentences as well as English sentences to utilize some conceptual metaphor such as Johnson(1987)'s THE MIND IS THE BODY and shows many other conceptual metaphors used in Korean and English to represent the same concept 'mind'. What are some metaphors shared by two languages and what is specific to one of them will be shown, too. This paper also suggests that the different conceptualization or lexicalization is partly due to the effect of the oriental cultural background that is more interested in the mental world than the physical world.

• Journal of Digital Contents Society
• /
• v.14 no.2
• /
• pp.255-262
• /
• 2013

Useful applications for English education enable immediate conversion of mobile devices into remote wireless systems for classroom computers. Once the free software has been installed in the main computers in the classroom, using powerpoint, students can operate the computers through their mobile devices by installing Air mouse on them. By using this, the students can draw or write on the "board" to manipulate the educational resources from where they are/from their seats. The study of English language encompasses not only academic study but also language training. Until recently, the issue of the English language learning has been ridden with certain problems-instead of being a tool that facilitates communication, its main purpose has been for school grades, TOEIC, and TOEFL. This study suggests English language learning methodology using various applications such as mobile, VOD English language content, and movie scripts in implementing easy and fun English language learning activities that can be studied regularly. This is operationalized by setting a specific limit on learning and by using various media such as podcast, Apps, to increase interest, motivation, and self-directed learning in a passive learning environment.

• English Language & Literature Teaching
• /
• no.1
• /
• pp.69-108
• /
• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• Journal of Korea Trade
• /
• v.26 no.7
• /
• pp.167-184
• /
• 2022

Purpose - This paper analyzes all possible issues that need to be considered in case disputes occur with regard to force majeure in international commercial contracts through the comparative study between English and Korean during COVID-19. Design/methodology - This paper belongs to the field of explanatory legal study, which aims to explain and test whether the choice of law is linked to the conditions that occur in the reality of judicial practice. The juridical approach involves studying and examining theories, concepts, legal doctrines, and legislation that are related to the problem. Findings - English law does not permit general economic impracticability to qualify as a valid force majeure event. If a party asserts that they were prevented from performing the contract, the courts will examine this strictly. Many commercial contracts in a broad range of sectors and industries are chosen by parties to be governed by English law. With COVID-19, there have been discussion of parties being released from performance as a result of force majeure. Meanwhile, under Korean law, a force majeure event should be unforeseeable and beyond a party's control. Since COVID-19 is a known event for future contracts, to avoid the risk that a similar situation in the future is deemed foreseeable and under a party's control, parties must ensure that such a risk is properly addressed in a contract. Therefore, it is necessary to have a new clause to cover a pandemic. Originality/value - In light of the ongoing unexpected and uncertain economic impacts COVID-19 is expected to bring to the world, it is anticipated that companies will experience an increased number of claims involving force majeure around the world, including English and Korea. As such, taking proactive steps to assess the applicable legal principles, including the concept of force majeure of contract, will help companies be prepared for the financial or legal implications of COVID-19. In this regard, it would be advisable for companies and businesses to take specific actions.

• English Language & Literature Teaching
• /
• v.13 no.1
• /
• pp.133-158
• /
• 2007

The purpose of this study is to try to date the letters of Lady Susan and to find out which year's calender Jane Austen used to write the novel. The novel in forty-one letters with a brief narrated conclusion was transcribed as a fair copy by Jane Austen around 1805. However, no conclusive evidence for a precise date of composition exists, as only the fair copy survives. There is a watermark of 1805 on two leaves of the surviving manuscript of the transcribed copy. This indicates the period of the work's transcription but it does not indicate when it was first composed beyond suggesting that it was completed sometime before 1805. In the novel itself Jane Austen marked time sufficiently and frequently enough to allow us to follow it precisely. This strongly suggests that Jane Austen used a calender to write letters of the novel, even though dates and days were not given to the letters. To determine the most probable date of the calender is significant because it can be a clue to clarify when the novel was composed originally. Many words and phrases pointing to specific days or periods are mentioned in almost all the letters of the novel. From the words and phrases, a potential date to each letter can be successfully deduced and a potential possible calender for the novel can be made. In the end, all attempts to determine the authentic calender used for the novel fail. The main reason for the failure is that discovering clues to a specific authentic date to each letter proves internally impossible. Composition date of the novel still remains as a challenge requiring further study.