• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.158-165
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• 2022

Journal of Convergence for Information Technology. This study explores how native speakers (NSs) and non-native speakers (NNSs) of English negotiate meanings during conversational interactions to achieve successful communication. This study involved 40 participants: 20 native English speakers and 20 Korean university students. The participants were divided into 20 pairs, with each pair consisting of one NS and one NNS. Tasks for conversation were given and the execution recorded in order to collect data. 37 recorded conversations were transcribed and used for analysis, including statistical analyses. Results showed that both NSs and NNSs mutually put in effort for successful communication. While NSs mostly played the role of leading the natural flow of the conversation, encouraging their non-native interlocutors to speak, NNSs used various strategies to compensate for their lack of linguistic competence in the target language. NNSs employed a wide range of communicative strategies to keep the conversation going. The results of this study contribute to a better understanding of interactions between NSs and NNSs and yield pedagogical implications.

• Asia Pacific Journal of Corpus Research
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• v.3 no.1
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• pp.35-49
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• 2022

This study examines crosslinguistic influence on the use of concessive conditionals by Japanese EFL learners. Contrastive analysis suggests that Japanese native speakers may overuse the concessive conditional even if due to partial similarities to Japanese concessive conditionals, whose formal and semantic restrictions are fewer than those of English concessive conditionals. This hypothesis is tested using data from the written module of the International Corpus Network of Asian Learners of English (ICNALE). Comparison of Japanese native speakers with English native speakers and Chinese native speakers reveals the following trends. First, Japanese native speakers tend to overuse concessive conditionals compared to native speakers, while similar overuse is not observed in Chinese native speaker data. Second, non-nativelike uses of even if appear in contexts allowing the use of concessive conditionals in Japanese. Third, while overuse and infelicitous use of even if is observed at all proficiency levels, formal errors are restricted to learners at lower proficiency levels. These findings suggest that crosslinguistic influence does occur in the use of concessive conditionals, and that its particular realization is affected by L2 proficiency, with formal crosslinguistic influence mediated at an earlier stage than semantic cross-linguistic influence.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.101-117
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• 2010

This study examines whether English users at a U.S. university apply avoidance strategy in using English articles. All participants had learned English for at least 10 years and had used English for at least 15 years at the time of the data collection, so they made an ideal sample to examine the differences between native speakers of English and non-native speakers of English, in terms of avoidance strategy usage of English articles. To examine whether non-native speakers avoid using a certain feature when unsure of the correct usage, the mean differences of each article usage between NS and NNS groups were calculated and compared. On the basis of results showing that there are no statistically significant differences in terms of article usage between the groups, it is concluded that the highly advanced level participants did not use avoidance strategy in English articles, and that the type of English article and the task type did not affect learners' avoidance strategy usage. This research is expected to provide teachers and researchers with information about highly advanced level L2 language speakers' usage patterns with regards to avoidance strategy.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.77-97
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• 2007

To compare data on the speech act of requests from two different methods, a study was conducted in which both native and non-native speakers of English participated as subjects, and data were collected by means of actual e-mail writing and DCT (discourse completion test). The analysis of requests from the two different data-gathering methods showed that despite some similarities, considerable differences existed between e-mail and DCT requests in several important aspects of requests such as amount of talk, directness level, downgraders and supportive moves which play an important role in making a given request sound less imposing and more polite. Also it was shown that requests of non-native speakers differed considerably from requests of native speakers in terms of the four aspects of requests across type of data-gathering methods. Based on the findings, some suggestions were made for both further research and L2 classrooms.

• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.497-508
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• 2001

This study tested whether non-native speakers approximated native-like locus equation slopes. Russian learners of English acquired native-like values of the locus equation slope for the English bilabial, and English learners of Russian made slight modifications to the locus equation slope of the Russian bilabial. The acquisition of the locus equations occurred gradually with experience. While English speakers, with limited experience with Russian, failed to approximate Russian-typical value of the locus equations slope, Russian speakers, with more extensive experience with English, succeeded in approximating the locus equation for English bilabial. The observation of locus equation transfer effect supports for the locus equation hypothesis as the unit of acquisition over CV-by-CV learning.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.168-168
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• 1996

In this paper I will examine some concrete examples of the obstacles faced by non-native speakers of Japanese when learning the language. I will go on to suggest ways in which these obstacles may be overcome. Nowadays there are numerous Japanese language books available for non-native speakers. However, most of these introductory Japanese language books focus on topics such as pronunciation, accent and intonation. Notable, these introductory textbooks provide insufficient emphasis on prosodic features of the Japanese language. The Japanese language has been considered by many teachers as relatively easy compared to other languages, due to its simple phonetic structure. This may be a partial explanation of the reason why the teaching of prosodic features has generally been given insufficient emphasis. To teach Japanese efficiently at a university level I have combined an emphasis on the teaching of prosodic features together with my experience of television announcing. This has entailed using television news programmes and contemporary reading materials in my class. Using taped material I intend to describe a case-study of teaching of Japanese articulation.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.103-114
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• 2002

Language plays a central role in everyday communication activities. Therefore, an individual need to be able to use language to communicate with confidence and without fear. One of the major fears that people have is the fear of communication. This fear is most of the time due to a lack of confidence in communicating in a particular language or due to poor proficiency in the language. In some cases it can also be due to attitudinal problems. In the context of teaching and learning English as a second or foreign language, students can have a great fear of using English with confidence. This fear can be an acute one and thus students may avoid using English to communicate. However, non native speakers of English need to be highly competent in the use of the English language for a variety of communicative purposes particularly in meeting the challenges of globalisation and that of the digital age. This article presents some insights on language apprehension found among communication undergraduates who are non native speakers of English.

• Phonetics and Speech Sciences
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• v.2 no.2
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• pp.69-75
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• 2010

We propose an automatic pronunciation diagnosis system to evaluate the pronunciation of a foreign language without the uttered text. We recorded English utterances spoken by native and Korean speakers, and utterances spoken by Koreans are evaluated by native speakers based on three criteria: fluency, accuracy of phones and intonation. The system evaluates the utterances of test Korean speakers based on the differences of log-likelihood given two models: one is trained by English speech uttered by native speakers, and the other is trained by English speech uttered by Korean speakers. We also applied purification algorithm to increase class differentiability. The purification can detect and eliminate the non-speech frames such as short pauses, occlusive silences that do not help to discriminate between utterances. As the results, our proposed system has higher correlation with the human scores than the baseline system.

• 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.

• Speech Sciences
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• v.13 no.3
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• pp.97-105
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• 2006

The objective of this study was to analyze the acoustic patterns of Japanese /t/ produced by 40 Korean speakers in order to find an effective method of teaching it to Koreans. The experimental data consisted of 400 /t/ phonemes in word initial or non-initial positions of 10 words. Informants were in their twenties and raised in Daejeon and the surrounding area. Results showed that there were distinctive trends in duration and intensity of the major and non-major groups productions. Both groups pronounced the phoneme longer than the native speakers with more open mouths but with less loudness. The formant analysis showed that F1 values of the Japanese /t/ pronounced by Japanese major group were lower than those of the non-major. Its F2 values by the major group were higher than those of the non-major, which would suggest that the Koreans produced the tongue blade in more frontal position than the native speakers.