• Korean Journal of Health Education and Promotion
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• v.2 no.1
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• pp.1-19
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• 2000

With rapid economic development, the emphasis of the public health movement in Korea has shifted towards addressing the burden of chronic disease. With this shift in direction comes a greater focus on health behaviour and the need for planning models to assist in lifestyle modification programs. The Health Belief Model (HBM), which originated in the US, has generated more research than any other theoretical approach to describe and predict the health behaviour of individuals. In recent years it has been applied in many different cultures and modifications have been suggested to accommodate different cultures. Given the centrality of language and culture, any attempts to use models of health behaviour developed in a different culture, must be studied and tested for local applicability. The paper reviews the applicability and suitability of the HBM in Korea, in the context of the Korean language and culture. The HBM has been used in Korea for almost three decades. The predictability of the HBM has varied in Korean studies as in other cultures. Overall, this literature review indicates that the HBM has been found applicable in predicting health and illness behaviours by Korean people. However if the HBM is used in a Korean context, the acquisition of health knowledge is an important consideration. Most new knowledge in the health sciences is originally published in English and less frequently in another foreign language. Most health knowledge in Korea is acquired through the media or from health professionals and its acquisition often involves translation from the original. The selection of articles for translation and the accuracy of translation into language acceptable in the Korean culture become important determinants of health knowledge. As such translation becomes an important part of the context of the HBM. In this paper modifications to the HBM are suggested to accommodate the issues of language and knowledge in Korea.

• Phonetics and Speech Sciences
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• v.1 no.1
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• pp.77-86
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• 2009

This study observes how the combined intervention program effects on the acquisition reading pronunciation of Korean phonological process words and the acquisition aspects of each phonological process rules to four Korean learners whose first language is Chinese. The training program is the combination of multisensory Auditory, Visual and Kinethetic (AVK) approach, wholistic approach, and metalinguistic approach. The training purpose is to evaluate how accurately they read the words of the phonological process which have fortisization, nasalization, lateralization, intermediate sound /ㅅ/ (/${\int}iot"$/). We access how they read the untrained words which include the four factors above. The intervention effects are analyzed by the multiple probe across subjects design. The results indicate that the combined phonological process rule explanation and the words activity intervention affects the four Chinese subjects in every type of word. The implications of the study are these: First, it suggests the effect of Korean pronunciation intervention in a concrete way. Second, it offers how to evaluate the phonological process and how to train people who are learning Korean language.

• Language and Information
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• v.14 no.1
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• pp.67-91
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• 2010

Present study examines L1 transfer effect and UG involvement in the acquisition of binding properties of Korean as second language (L2). The study especially investigates i) whether knowledge from different L1s (English and Chinese) affect the interpretation of binding in Korean as L2 and ii) whether L2 learners of Korean differentiate two Korean anaphors like Korean monolinguals do, based on their knowledge of universal form-function correlation of anaphors. 53 post-puberty L2 learners of Korean with English or Chinese L1, together with 30 Korean monolinguals, were tested over Truth Value Judgment Task with stories, composed of Korean sentences representing various types of binding with two Korean reflexives - caki and caki-casin. The results showed some effect of L1 transfer, though not always. Overall, late L2 learners of Korean seem to know the difference between the two anaphors in their properties related to form-function correlation, though their performance level was lower compared to Korean monolinguals. Detailed pattern of the results and the role of UG in the interpretations of Korean reflexives are also discussed.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.73-85
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• 1997

The purpose of the present study was to examine the role of semantic and syntactic knowledge in the first language acquisition of Korean classifiers. The elicited classifiers production test(EPT) was conducted to 105 children aged from 2 to 7. EPT consisted of 16 classifiers and two items for each classifier. 32 items were divided into 2 major semantic features: animacy and inanimacy. The semantic features of inanimacy were subcategorized into 3 features such as neutral, shape and function. The results revealed that; 1) children produced the correct structure of classification from the very early age with correct word order of the noun phrase showing early fundamental syntactic knowledge; 2) The earliest response pattern was to respond to all nouns in the same way using a neutral classifier showing no apparent semantic basis for their choice; 3) Children didn't show any preference for animate, shape, or function classifiers.

• Korean Journal of Cognitive Science
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• v.14 no.2
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• pp.27-35
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• 2003

The present study, focusing on the stress-shift constructions, examines the tendency of young children to give wrong wide scope interpretation in language acquisition and questions the validity of the guess pattern hypothesis argued by Grodzinsky & Reinhart (1993). According to the hypothesis, children know that they have to construct a reference-set, keep two representations in working memory, and check whether the interpretation needed in the given context justifies selection of competing reference sets, but their working memory is not big enough to hold the materials needed to complete the execution of this task. Hence they give up and resort to a guess. 1 carried out an experiment of 16 Korean children aged 3;9 to 6;2 to find out whether children have more difficulty in the interpretation of stress-shift constructions than of constructions with a nuclear stress, and therefore perform the interpretation of the former by guessing. Assuming that the tendency is caused by a deficiency in contextual computation rather than reference set computation, I try to explain it in terms of pragmatic considerations.

• MALSORI
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• no.35_36
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• pp.189-209
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• 1998

This study discusses Korean speech database that has been designed and constructed for common use, especially focusing on designing a list of words or sentences that covers various phonological environments. As the results, PBW(Phonetically Balanced words) and PBS(Phonetically Balanced Sentences) was selected from balanced text corpus using maximum entropy method. And, implemented workbench for spoken language data acquisition is presented in this paper. The workbench consists of grapheme to phoneme converter, utterance list selection module, speech data editing module, multi-layer labelling module, and phoneme context search module.

• Language and Information
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• v.11 no.2
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• pp.67-86
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• 2007

The semantic literature on definiteness and specificity shows that the former is relatively an established notion, whereas the latter is still a vague notion that needs to be more clarified and confirmed. Given this, Ionin (2006) argues for the reality of specificity based on the informal use of this. She proposes this in spoken English as a specificity marker which has a semantic feature indicating "peaker intent to refer" and "noteworthiness." She also provides as evidence the results of some crosslinguistics studies including an L2 acquisition study with both L1-Russian and L1-Korean L2-English learners. However, this paper will argue that the informal use of this does not seem to mark specificity according to Ionin's definition of specificity. It will also be argued that the L2 acquisition study cannot be used as evidence for the reality of specificity. Based on these arguments, this paper will try to redefine specificity, based on the notions of existence and uniqueness.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.109-113
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• 2007

Second language learners' variable degree of production difficulty according to the cluster type has previously been accounted for in terms of sonority distance between adjacent segments. As an alternative to this previous model, I propose a Phonetically Based Consonant Cluster Acquisition Model (PCCAM) in which consonant cluster markedness is defined based on the articulatory and perceptual factors associated with each consonant sequence. The validity of PCCAM has been tested through Korean speakers' production of English consonant clusters.

• Child Studies in Asia-Pacific Contexts
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• v.5 no.1
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• pp.21-38
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• 2015

This paper reviews Grammatical Mapping theory, a recently proposed theoretical paradigm for understanding children's acquisition of syntax, and ventures to apply the theory to the acquisition of semantics. Particularly, we focused on the domain of space, and proposed how children might acquire a unique system of spatial words in their mother tongue. Based on our review of evidence, we propose that there may be universal semantic primitives that serve as foundations of word meanings. We also propose that children must learn their mother tongue's semantic category system of spatial relations, from real time data. Finally, we argue that children's learning of word meanings may involve creation of a theory that makes sense to the child, and that this process of theory creation is possibly guided by universal principles and parameters.

• Korean Journal of English Language and Linguistics
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• v.2 no.3
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• pp.305-327
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• 2002

This paper is in line with the attempts to examine two assumptions implied about the role of Universal Grammar (UC) in nonnative language acquisition: Are the EFL learners at disadvantage in acquiring UC-driven knowledge? Are there critical period effects in EFL learning? Based on the research with the seven studies of ESL and EFL adult learners performance on the Subjacency violation sentences, the paper investigates the extent to which the EFL adult learners can attain UG-driven knowledge represented by the Subjacency Principle. It also makes comparison of the EFL learners level of access to UG with that of their counterparts, the ESL learners. The research findings suggests that the EFL environment doesn't prevent the learners from acquiring target grammar in UG domain. That is, the current paper strongly suggests that the EFL adult-learners be able to acquire UG-driven knowledge to a considerable extent, at least as high as the ESL adult learners can attain. For the interpretation of the research results of the seven studies, Constructionist Hypothesis (CH) supported by a Minimalist Program (MP) assumption is employed. CH seems more plausible to account not only for incomplete acquisition observed among the beginning and intermediate level learners but also for the native-like competence acquired by advanced level L2 learners.