• The Journal of the Korea Contents Association
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• v.9 no.8
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• pp.423-432
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• 2009

This paper focuses on gender studies with respect to language education for KFL(Korean as a foreign language) students. It also attempts to view the role of gender as exerting influence on language learning and teaching, and surveys KFL teachers' awareness of the role of gender in Korean language education. It is conceivable that teachers who are aware of differences between female and male will be able to take these into account in their teaching; in doing so they will be more effective in their teaching than if they were to teach in ignorance of these differences. The survey for the teachers' awareness of gender difference was conducted through teachers' discussion as the follow-up measure of the questionnaire. A few teachers do not have a clear idea about the importance of gender differences in language teaching, but the majority have cognizance of the matter. For this research, a questionnaire was administered to 71 subjects, consisting 37 intermediate KFL students and 34 advanced KFL students. The result of the questionnaire reveals that 50.4% subjects use their words and intonation without recognizing the gender difference, on the other hand, 49.6% subjects recognize the gender differences in Korean language use. The result should be adopted as a sociolinguistic factor for the contents of second language education.

• Journal of Korean language education
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• v.29 no.2
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• pp.73-100
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• 2018

The purpose of this study is to investigate learner-learner dialogue during speaking tasks. In the Korean language classroom, conversation between learners is an important activity as speaking practice. However, learner dialogue is also a tool to enable learners to collaboratively conduct various cognitive activities in the classroom. In previous research, it was unfolded that through learner-learner dialogue, learners can solve second-language related problems and set a goal to carry out tasks. Therefore, this study analyzed learner-learner dialogue to investigate what kinds of cognitive activities are activated during the role-play task. As a result, the learners collaboratively generated and monitored language and content for role play. Also, in order to accomplish tasks more successfully, learners shared the same understanding about the goal of the task, and tried to manage the task procedure. Through learner-learner dialogue, learners can participate in cognitive activities such as content, language construction, and task management voluntarily without the help from teachers. This means that learner-learner dialogue can be an activity to support language learning tasks. Also, it can make learners actively involved in learning and by sharing resources with each other. It is also important that learners can experience language use that participates in real-world communication activities, such as learning in the classroom and collaborating with peer learners. This study is an exploratory study for a basic understanding of learner's conversation as a cognitive activity, and the scope of the study is limited to clarifying contents of learner-learner dialogue as a cognitive activity in speaking tasks. Based on the findings of this study, future research should be conducted on the function of learner-learner dialogue as a cognitive activity in Korean language learning and its role in the classroom of Korean language education.

• Speech Sciences
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• v.12 no.1
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• pp.7-14
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• 2005

This study investigated the reading ability of Korean second-graders and the relationship between reading and phonological awareness and RAN (Rapid Automatized Naming) ability. A language-based reading assessment battery was used. Children at the end of the Korean second-grade were still at the developmental stage of decoding skill and seemed to be at Chall's stage 1. Findings indicated significant correlations between reading ability and phonological awareness and between reading ability and RAN ability. Therefore, the importance of phonological processing could be extended to syllable-based alphabetic languages.

• English Language & Literature Teaching
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• no.5
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• pp.219-247
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• 1999

The purpose of this paper is to examine how Korean learners of English reset the "prodrop" parameter of Korean into "non-prodrop" parameter of English in the process of English acquisition. An experiment was conducted to 45 Korean learners of English on the prodrop phenomenon, namely on the null referential or null nonreferential subject, and subject-verb agreement by way of grammatical judgment. The results of the experiment are as follows: First, L2 learners follow the parameter of L1, and then reset the parameter of L2 regardless of the parameter of L1 as their L2 abilities advance. Thus, this study provides further support for the hypothesis that universal grammar is available via L1. Second, the referential subject is, at first, easier to acquire than nonreferential subject, and the triggering fact for the switch from [+prodrop] to [-prodrop] was the use of nonreferential subjects. Third, 3rd person agreement has no connection with the acquisition of the prodrop parameter as a result of subject-verb agreement. Therefore, these results indicate that verb agreement is not a trigger for the recognition of the obligatory subject.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.177-190
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• 2004

The purpose of this paper IS to investigate the aspects of errors of English stress by Korean students. In this experimental study, 17 students participated and read 120 words which are divided into three types-the beginning, the middle, and the advanced-according to the level of words. As a result of acoustical judgement, there were a greater number of errors In the advanced level of words, and the more syllables the words have, the more errors occurred, tins means Korean students who learn English as a second language have trouble realizing the right stress in words with larger numbers of syllables and the more advanced level. Furthermore it is interesting that Korean students imposed the primary stress on the second syllable when producing words with stress in the first, third and forth syllables.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.45-46
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• 2023

In order to improve and promote immersive learning experiences for English as a Second Language (ESL) students, the deployment of a YOLOv5 model for object identification in videos is proposed. The procedure includes collecting annotated datasets, preparing the data, and then fine-tuning a model using the YOLOv5 framework. The study's major objective is to integrate a well-trained model into ESL instruction in order to analyze the effectiveness of AI application in the field.

• Korean Journal of English Language and Linguistics
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• v.1 no.1
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• pp.81-100
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• 2001

In this paper I review previous analyses of specific indefinites, and propose a new analysis. The main claim is that a specific indefinite presupposes that an agent, a speaker in general, has in mind an individual which satisfies the descriptive content. I provide evidence for the ambiguity view of specificity. First, I show that a specific indefinite triggers a pre- supposition. Second, I show that a specific indefinite is a strong quantifier while a nonspecific is a weak one. Finally, I discuss different behaviors of specific and nonspecific indefinites in anaphora.

• Language and Information
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• v.4 no.2
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• pp.41-54
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• 2000

In this paper we present a unified account for -ina a Korean particle which displays a few unexpected differences from English, or despite the fact that they are in a virtual counterpart relation in coordination between the two languages We first reach an empirical generalization that -ina use mostly in a disjunctive coordination is construed conjunctively in a generic sentence. Then we conclude that the various use of -ina can be naturally accounted for by modifying the notion of 'second-best set' in the existing work of K Lee(1993).(Kyung Hee University)

• Proceedings of the Korean Society for Language and Information Conference
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• 2002.02a
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• pp.358-369
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• 2002

This paper presents a unified account of three kinds of constructions in which more than one NP can show up with the same case in simple sentences in Japanese and Korean: double subject, double nominative object and double accusative constructions. Noting that the second NPs in these constructions are functional or relational, this paper proposes to assign them the category and type different from the first NPs. We show the derivations of these three constructions in a parallel manner, and explain the asymmetries in extractability between possessor and possessed NPs in relativization.

• Language and Information
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• v.19 no.2
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• pp.109-125
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• 2015

In this study, I attempt to show two points about Korean sluicing. First, the semantic source of the null subject of the copula phrase in Korean sluicing is a null pronoun. This null subject pronoun may refer to either the antecedent indefinite individual or the antecedent event of the preceding clause. Second, depending on the presence/absence of postpositions in the remant wh-phrase, sluicing constructions are classified into two different semantic types: i) an equative clause and ii) a predicational clause.