• Speech Sciences
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• v.4 no.1
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• pp.91-112
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• 1998

This paper aimed at examining the influence of L1 (native language) phonology when speakers of L1 perceive L2 (foreign language) sounds. Korean and Japanese learners of English took a perception test of Australian English words 'work', 'walk' and 'wok'. Based on Korean and Japanese phonology, it was predicted that Korean subjects would face more difficulties than Japanese subjects. The results of the experiment substantiated the influence of L1 phonology in L2 learners' L2 sound perception.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.195-214
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• 2006

This study examines the effects of Internet-based English practice on listening and reading. Out of a total of 16 students who took part in pre- and post-tests, 11 who had frequently practiced listening and reading on the Internet showed greater improvement in these skills than the 5 who had practiced less. The findings also suggest that summarization of listening and reading on the Internet was useful as it made students concentrate specifically on the content. This study suggests that English language teachers use a bulletin board to complement the use of Internet sites for listening and reading practice outside of the classroom in an EFL context.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.81-101
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• 2009

This study analyzed a total of 37 studies about bi-lingulism and English education as a foreign language published in 8 academic journals in early childhood education or child development fields. Research topics, participants, methods, and variables in the studies were categorized and descriptively analyzed. The research findings which had been statistically investigated were also summarized. The most frequently studied research topics were children's development and English education program exposure, actual conditions of English education in preschool settings and effectiveness of specific English programs for preschool children. However, children's home characteristics were seldom included as research variables and no research investigated so called English preschools. Several studies reported that bi-lingual children may have different language development paths from mono-lingual children but they eventually have comparable language abilities to mono-lingual children. Also some studies reported that, when learning English as a foreign language in school settings, older children can handle more information regarding English than younger children, resulting in better outcomes of older children. Exposure to two languages in early childhood seems to contribute to young children's meta linguistic awareness but the long term effect of English education in early childhood should be further studied. Several English education programs for preschool settings were developed and the effectiveness were investigated. Even though most of them reported that their programs were effective to children's English ability or interests, the results should be carefully interpreted because their research designs and methods were not rigorous.

• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.369-386
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• 2001

This paper will show that traditional approaches to the derivation of different negative words have been of an essentially hypothetical nature, based on either linguists' intuitions or rather scant evidence, and that native-speaker dictionary entries show meaning potentials (rather than meanings) which are in fact linguistic and cognitive prototypes. The purpose of this paper is to demonstrate that using a large corpus of natural language can provide better answers to questions about word-formation (i.e., with particular reference to negative prefixation) than any other source of information.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.79-91
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• 2011

The purpose of this paper was to take an in-depth look at early American English around the $17^{th}$ and $18^{th}$ century when immigrants from different European countries started to move into the New World. The paper attempted to describe early American English in relation to the process of immigration and settlement from a historical perspective. With a focus on major features of early American English such as uniformity, archaism and richness of lexicon, the paper tried to answer the questions such as how settlement influenced the formation and distribution of regional dialects across the continent, why immigrants tended to show a preference for a uniform way of speaking rather than choosing a variety of regional dialects for communication, and what role foreign languages played in the development of early American English. The overall findings based on the answers to these questions showed how American English went through a variety of processes and changes at the early stages of its development to become a national language later. The paper concluded with some remarks about the implications of the findings for EFL learning and the direction of future research on early American English.

• Korean Journal of English Language and Linguistics
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• v.1 no.4
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• pp.509-536
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• 2001

The traditional typology of English poetic meters makes a binary division between strong-stress (or accentual) meters and accentual-syllabic (or syllable-stress or syllable-accent) meters. According to this typology, Old and Middle English alliterative poetry was composed in strong-stress meter; the iambic pentameter from Chaucer to Yeats and on to the present has been an accentual-syllabic meter. Intersecting with this literary typology is a linguistic typology that classifies languages of the world as stress-timed or syllable-timed or some mix of the two. English is a clear example of a stress-timed language. Whereas most descriptions of strong-stress meter focus on the counting of stresses, the present study focuses on the patterns of unstressed syllables between the stresses (possibly at isochronous intervals). The implications of this analysis suggest a new typology in which certain forms of English verse follow strict grammatical stress (mainly Old and Middle English, but for reasons different from “strong-stress” expectations) and other forms are shaped by a compromise of grammatical stress and the metrical template. Within this later group, iambic pentameter contrasts with trochaic, anapestic, and dipodic meters in lending itself more readily to modulation. Some of this modulation comes from an easy incorporation into iambic pentameter of elements associated with Old and Middle English meters.

• Journal of Korean language education
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• v.25 no.1
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• pp.1-27
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• 2014

This study investigates how common English hedge expressions such as 'I think' and 'I guess' appear in Korean, with the aim of providing explicit explanation for English-speaking leaners of Korean. Based on a contrastive analysis of spoken English and Korean corpus, this study argues three points: Firstly, 'I guess' appears with a wider variety of modalities in Korean than 'I think'. Secondly, this study has found that Korean textbooks contain inappropriate use of registers regarding the English translations of '-geot -gat-': although these markers are used in spoken Korean, they were translated into written English. Therefore, this study suggests that '-geot -gat-' be translated into 'I think' in spoken English, and into 'it seems' in the case of written English and narratives. Lastly, the contrastive analysis has shown that when 'I think' is used with deontic modalities such as 'I think I have to', Korean use '-a-ya-get-': the use of hedge marker 'I think' with 'I have to', which shows obligation or speaker's volition turns the deontic modalities into expressions of speaker's opinion.

• Phonetics and Speech Sciences
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• v.2 no.3
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• pp.29-36
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• 2010

The purposes of this study are (1) to see if language transfer effect is found in Korean speakers' pronunciation of English stops and to correct them and (2) to investigate the effectiveness of mimicry training and Speech Analyzer training on subjects' pronunciation of English stops. For these purposes, 20 Korean speakers' VOT values of English stops were measured using Speech Analyzer and their post-training production was compared with their pre-training production. The result shows that Korean speakers have no difficulty in correcting pronunciation errors of English voiceless stops and voiced stops and such a result indicates that language transfer effect is not noticed as expected. In addition, the result of pronunciation training shows that the training using Speech Analyzer is more effective than mimicry training.