• English Language & Literature Teaching
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• no.6
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• pp.113-142
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• 2000

In order to obtain a better understanding of L2 learners, transitional knowledges, it is very important and necessary to have a better knowledge of interlanguage. According to Corder, the role of interlanguage in English education holds significance to (1) for language teachers, (2) for language learners themselves, and (3) for language textbook compilers. To me the significance of interlanguage in English education can be described in terms of not only language teachers, learners themselves, textbook writers and compilers but pure linguists, applied linguists, school authorities as well as parents. For language learners themselves a clear understanding of interlanguage results in students being receptive to language input, and the avoidance of mental block, and low levels of foreign language anxiety. Native speakers of English (NSE) reflect not only linguistic features but also psychological, socio-linguistic, and discourse features when engaged in communication activities. This means that L2 learners are introduced to these different features, especially pragmatic features which are different from their mother tongue or L1 when engaged in communication with NSE. Hence the importance of interlanguage pragmatics should be recognized. It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS. It should also be noted that interlanguage can form the foundation of language acquisition theory and linguistic analysis.

• Proceedings of the KSPS conference
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• 2005.04a
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• pp.59-62
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• 2005

One's mother tongue can have an effect on learning a foreign language, especially on pronunciation. Investigating and comparing English vowels /${\varepsilon}$/ and /${\ae}$/, and their- supposedly- corresponding vowels in Korean /에/ and /애/, this study addresses the following questions: Can Koreans distinguish /에/ and /애/? Can they distinguish /${\varepsilon}$/ and /${\ae}$/ in English? And what is the relationship between the Korean vowels and the English vowels? That is, is the conventional correspondence of /에/-/${\varepsilon}$/ and /애/-/${\ae}$/ appropriate? The results showed that most Korean students distinguish neither Korean /에/ and /애/, nor English /${\varepsilon}$/ and /${\ae}$/. While not distinguishable within a language, Korean /에/ and /애/ still form a separate group from English /${\varepsilon}$/ and /${\ae}$/. Therefore the correspondence between /에/-/${\varepsilon}$/ and /애/-/${\ae}$/ is not appropriate. Strategies for teaching English pronunciation should be designed accordingly.

• English Language & Literature Teaching
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• no.3
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• pp.231-248
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• 1997

With the trend of globalization more people are absorbing in the English learning programs. Not a few attend even the English-Korean translation training course to be semi-professional translators, but we English teachers have already experienced that it is not so easy to translate any language into another, and that it is far more difficult to translate poetry. Much time has been devoted to investigating the problems of translating poetry than any other mode. Poetry translation theory is concerned with the problem of faithfulness to the original poetry. To be a good translator we must fully understand the sound and sense of the original work. But when in translating English poetry into Korean we feel keenly our limits of understanding the sound and style of English poetry, and of expressing them into Korean. Even our sense-oriented translation is far from satisfactory. We often make quite a few mistranslation. Another immediate problem is that of alternation between word-for-word translation and free translation method, but first of all, we should have a perfect knowledge and understanding in English, and a good command of our mother tongue. We should also have a sound interpretation ability because poetry translation is based on the interpretation of the original, and on the shaping of that interpretation. Some doubts have been raised over the feasibility of poetry translation. They say it is not possible to combine in another language the emotion, the form, the style, the musical devices of English poetry. Yet the art of translation has been practiced everywhere in the world. Through this art we can share our experience and culture with foreigners and theirs with us.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.247-251
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• 1996

This paper is intended as a preliminary study on phonetic and phonological differences between Polish and Korean languages. In this paper an attempt is made to examine the most conspicious difficulties encountered by Polish learners who begin to speak Korean (and in doing so, 1 would hope that it might be of help to future learners of both languages). Since the phoneme inventory and general phonetic rules for both languages are very different, teaching and learning accurate pronunciation is extremely difficult for both the Poles and Koreans without any previous phonetic training. In the case of Polish and Korean we can see how strong and persistent the influences of the mother-tongue are on the target language. As an example I would like to discuss the basic differences between Polish and Korean consonants. The most important consonantal opposition in Polish is voice-/voicelessness (f. ex.; 〔b〕 / 〔p〕, 〔g〕 / 〔k〕) while in Korean, opposition such as voice-/voicelessness is of secondary importance. Therefore Korean speakers do not perceive the difference between Polish voiced and voiceless consonants. On the other hand, Polish speakers can not distinguish Korean lenis / fortis / aspirated consonants (f. ex.; ㅂ 〔b〕 / ㅃ 〔p〕 / ㅍ〔ph〕, ㄱ 〔g〕 / ㄲ 〔k〕 / ㅋ 〔kh〕)) opposition. The other very important factor is palatalization which is of vital importance in Polish and, because of this, Polish speakers are extremely sensitive to it. In Korean palatalization is not important phonetically and Korean speakers do not distinguish between palatalized and non-palatalized consonants. The transcription used here is based on ' The principles of the International Phonetic Association and the Korean Phonetic Alphabet ' (1981) by Hyun Bok Lee.

• Journal of Distribution Science
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• v.18 no.10
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• pp.39-52
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• 2020

Purpose: This study aims to find out the relationship between the impact of Korean crew on airline service quality in the global aviation market, which is the representative of the face-to-face sales and can help in the face-to-face market of aviation services. Research design, data: The survey was conducted for about a month from March 1 to April 6, 2020, and a total of 300 copies were used in the analysis of the results. To verify the hypothesis, data was analyzed using the statistical package program SPSS 18.0, and frequency analysis, exploratory factor analysis, correlation analysis, and multiple regression analysis were performed. Results: It is a study on the sales of face-to-face service of crews of global airlines. Non-verbal elements in airline service face-to-face sales have been shown to have a significant impact on service quality. Conclusions: In the face-to-face service sales of global airlines, communication has been shown to affect service quality. A face-to-face sale using mother tongue means important. The better the flight attendant's linguistic face-to-face selling ability, the more positive on the airline's quality of service. It suggests that the communication skills of managers in the aviation service market are important for repurchase.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.178-178
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• 2000

This paper IS concerned with adults' foreign language aquisition and intends to research the relationship between the mother tongue's phonetic system (L1) and the perception of the foreign language (L2), in this paper Polish and Korean. The questions that are to help to define the aforementioned relationship are I) how Polish perceive Korean vowels, 2) how Koreans perceive Polish vowels, and 3) how Koreans perceive Korean vowels pronounced by Poles. In order to identify L2's vowels, the listeners try to fit them into the categories of their own language (L1). On the one hand, vowels that are the same in both languages and those that are articulated where no other vowel is articulated, have the best rate of recognition. For example, /i/ in both languages is a front close vowel and in both languages there are no other front close vowels. Therefore, vowels /i/ (and /a/) have the best rate of recognition in all three experiments. On the other hand, vowels that are unfamiliar to the listeners do not seem to have the worst rate of recognition. The vowels that have the worst rate of recognition are those, that are similar, but not quite the same as those of L1. This research proves that "equivalence classification prevents L2 learners from producing similar L2 phones, but not new L2 phones, authentically" (Flege, 1987). Polish speakers can pronounce unfamiliar L2 vowels "more authentically" than those similar to L1 vowels. However, the difference is not significant and this subject requires further research (different data, more informants).

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.364-364
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• 2000

It has been widely discussed in phonology that syllable structure of mother tongue influences one's acquisition of foreign language. However, the topic was hardly examined experimentally. So, we investigated effects of Korean syllable structure when Korean speakers pronounce English words, especially focusing on consonant strings that are not allowed in Korean. In the experiment, all the subjects are divided into 3 groups, that is, native, experienced, and inexperienced speakers. Native group consists of 1 male English native speaker. Experienced and inexperienced are each composed of 3 male Korean speakers. These 2 groups are divided by the length of residence in the country using English as a native language. 41 mono-syllable words are prepared considering the position (onset vs. coda), characteristic (stops, affricates, fricatives), and number of consonant. Then, the length of the consonant cluster is measured. To eliminate tempo effect, the measured length is normalized using the length of the word 'say' in the carrier sentence. Measurement of consonant cluster is the relative time period between the initiation of energy (onset I coda) which is acoustically representative of noise (consonant portion) and voicing. bar (vowel portion) in a syllable. Statistical method is used to estimate the differences among 3 groups. For each word, analysis of variance (ANDY A) and Post Hoc tests are carried out.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.4
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• pp.523-542
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• 2009

The purpose of this study was to figure out the procedure of learning Korean for international students. A research question was set up as follows: What is the procedure of leaning Korean for international students in Korean universities? To achieve the research purpose, this study implemented a method of semi-constructed interviews. Nineteen international students participated in the interview. The collected data for this study included transcripts from each interview. The transcripts of 60 minutes of interviews with all the participants was audio-taped recorded. This study investigated the research question based on the grounded theory. The analysis of open coding, axial-coding, and selective coding was used in the study. Results indicated that international students learned Korean in a daily basis, and then they adapted to academic Korean in their majored fields. Both personality and mother tongue influenced Korean language learning positively and negatively. International students' improvement of Korean was related in studying with Korean mass media such as TV soap dramas, talk shows, and songs. International students think that TOPIK(Test Of Proficiency In Korean) is not much related with their Korean language fluency. In conclusion, the researchers suggested to give more emphasis on academic training courses for Korean language and to improve the TOPIK in general academic Korean.

• Cross-Cultural Studies
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• v.36
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• pp.149-173
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• 2014

This paper examines language policies of Ghana and Tanzania (former British Colonies) since independence. The view that language use in education is a problem for African countries is evident in the ever changing language in education policies in many African countries. Because of the inevitable multilingual situation in many African countries, there are unavoidable challenges in their quest to adopt a language policy that works for the entire country since it is not practical to adopt all the languages spoken in the country as Media of Instruction. Ghana is not immune to this challenge and has fallen victim to this tendency to change the language in education policy from time to time in an attempt to adopt a satisfactory policy which would yield the intended results. Tanzania, however, is one of the few African countries that have found a sustainable language in education policy since independence. Nonetheless, it has its fair share of challenges as a consequence of the perceived competition between Kiswahili and English as official languages. The paper discusses the challenges that both Ghana and Tanzania face against the background of colonization. The paper also offers a discussion on possible future perspectives for the two countries.

• Journal of Korean language education
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• v.29 no.1
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• pp.85-108
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• 2018

This study pointed out the reality that many novice Korean language teachers who lack rater training are scoring the learners' writing skill. The study performed and analyzed a case where pre-service teachers were educated in order to explore the possibility of promoting rater training in a Korean language teacher training course. The pre-service teachers majoring in Korean language education at the graduate school scored TOPIK compositions and were provided feedback by the FACETS program, which were further discussed at the rater meeting. In three scoring processes, the raters scored with conscious of own rating patterns and showed positive change or over correction due to excessive consciousness. Consequentially, ongoing training can improve rating ability, and considering the fact that professional rater training is hard to progress, the method composed of FACETS analysis and rater training revealed positive effects. On the other hand, the rater training including native Korean and non-native(Chinese) speakers together showed no significant difference by mother tongue but by individual difference. This can be interpreted as a positive implication to the rating reliability of non-native speakers possessing advanced Korean language abilities. However, this must be supplemented through extended research.