• English Language & Literature Teaching
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• v.12 no.3
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• pp.99-122
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• 2006

The purpose of this paper is to explain the meanings and uses of the English auxiliaries SHALL/WILL. The complexity of modern usage of SHALL/WILL has been one of the most disputable themes of traditional English grammar. The paper purported to address the study and analysis of diachronic and synchronic approach to the two auxiliaries. A general view of the figures of Fries'(1925) survey was added for further investigation. The results of the study showed that these auxiliaries express some of various modal meanings associated with the volitional or emotional attitude of the speaker without implying futurity. The findings also suggested that the use of SHALL in present-day English is restricted to non-volitional future with the first person but the practice of this use is also diminished by the expansion of the use of WILL, and the original meaning of WILL, 'to desire or wish', has generally been replaced by other verbs or modal forms. But sentences which seem to indicate futurity are often tinged with modal senses. Therefore, WILL/SHALL should be considered to act either as tense auxiliary or as modal auxiliary depending on situational contexts in which it occurs.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.5
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• pp.13-20
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• 2016

This study explores the effects of an video-recording English speaking task model on learners. The learning model, a form of mobile learning, was developed to facilitate the learners' output practice applying advantages of a smartphone and Text-to Speech. The survey results shows the positive effects of the speaking task on the domain of pronunciation, speaking, listening, writing in terms of students' confidence, as well as general English ability. The study further examines the possibilities and limitations of the speaking task in assisting Korean learners improve their speaking ability, who do not have sufficient exposure to English input or output practice due to the situational limitations where English is learned as a foreign language.

• Journal of the Korea Society of Computer and Information
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• v.8 no.3
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• pp.107-112
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• 2003

Recently, as use of chatting system is generalized, chatting system was utilized as an education tool that study English. Chatting system that do general chatting system and Hangul limitation chatting system is used for present English chatting. This chatting system is problem to use together with English and Hangul, or do not respond because done not know contents of word and so on. This Paper proposed EPUE chatting system that can heighten education effect of leading and writting in english supporting various function that do suitable control and guidance to English chatting user, that improve performance to use together with C/S and P2P.

• Korean Journal of English Language and Linguistics
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• v.1 no.4
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• pp.629-649
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• 2001

This paper aims to provide an account for the English anaphors under the framework of the recent development of minimalism (Chomsky 1999, 2001). I propose that the anaphor has the uninterpretable [a] feature. The Agree operation erases the [a] feature by feature match. Once the [a] is deleted, the derivation converges, providing a proper interpretation of the anaphor. When there is no matching phi-features, the [a] cannot be eliminated, inducing the derivation to crash. The Agree operation can account for not only the typical local binding cases in English but the apparent long-distance binding cases in the picture-DP and expletive constructions. Consequently, the traditional concept of the binding domain and dichotomy between local and long-distance types are abandoned in favor of the analysis under the framework of minimalism. The minimalist accounts thus maximally simplifies the binding principles, using the general operation Agree only.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.19-40
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• 2006

This paper deals with a part-specific analysis of grammatical errors in the production of the English passive in writing. The purpose of the study is dual: to explore common error types in forming the passive; and to provide plausible sources of the errors, with special attention to the role of the native language. To this end, this study obtained a large amount of data from Korean EFL university students using an essay writing task. The results show that in forming the passive sentence, errors were made in various ways and that the most common problem was the formation of the be-auxiliary, in particular, the proper use of tense and S-V agreement. Another important finding was that the global errors found in this study were not necessarily those with the greatest frequency. Also corroborated was the general claim that many factors work together to account for errors. In many cases, interlingual and intralingual factors were shown to interact with each other to explain the passive errors made by Korean students. On the basis of the results, suggestions are made for effective and well-formed use of the passive sentence.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.207-221
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• 2012

This study examines the importance of learning language and cultural integration in general English class focused on TOEIC reading comprehension. The understanding of cultural learning and learners' cultural awareness has long been a subject of debate. This study was not only to analyze the improvement of students' interest and reading comprehension ability of TOEIC through cultural learning, but also to ensure students who learn American culture overcome cross-cultural miscommunication and improve their English reading comprehension skills. Pre-post surveys and the pre-post TOEIC tests were used to measure language proficiency and American cultural knowledge to two groups: the experimental and control group. The results from the study were as follows: First, students had better TOEIC scores with improved motivation after understanding American culture relevant to the lessons. Second, reading comprehension skills with regards to TOEIC also improved, compared with the students who were not exposed to American culture due to lack of opportunity.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.23-52
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• 2004

This paper investigated students' and teachers' attitudes toward L2 grammar in EFL learning context. In a study in which attitude was viewed as consisting of three different components such as cognitive, affective, and behavioral, questionnaire developed on the basis of such a view of attitude was used as a data collection method. The results of the study indicated that in general, both students and teachers were similar to each other in their attitude toward L2 grammar. Among the findings, most important, two groups were shown to fully understand the important role of grammar in L2 learning. Another finding was that despite the 6th national curriculum for English education, our English class was still dominated by grammar-centered instruction. Also it was shown that the way teachers had been taught L2 grammar had a considerable effect on the way they would instruct it in their future classes. Based on these findings, some suggestions were offered for effective grammar pedagogy in EFL context.

• Speech Sciences
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• v.10 no.1
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• pp.59-67
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• 2003

The purpose of this study was to investigate Korean native speakers' perception of English sounds according to groupings of phonetic contrasts. The four groupings looked at were vowels, voicing (voiced-unvoiced), fricatives with difference in place of articulation, and other clusters of specific sound contrasts, such as stop-fricatives and liquids. The position of a sound in syllable was also examined. According to the results of ANOVA and a post-hoc analysis, the perception of vowels, in the medial position was different from that of consonants in the initial and final position. Vowels proved to be the most difficult group to perceive correctly. With the consonants, there was not a big difference whether the contrasts came initially or finally. The order of difficulty was liquids, fricatives, stop-fricatives, and finally voicing.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.304-322
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• 2022

This study investigated a case of a gifted Saudi student, X, who was early detected through Mawhiba (The Saudi Institution of Gifted) when he was eight years old. Then, the journey continued until he became a Tamayuz member and received a scholarship in 2022 to pursue his bachelor's at one of the prestige, high-ranking universities in the USA to study Mathematics and Economics. Lack of information about the status of Saudi verbal gifted maked X case a model to explore the roles of Mawhiba's programs in supporting Saudi verbal giftedness in general and particularly in learning the English language, plus seeking the opportunities Mawhiba provided for Saudi verbal gifted to enrich their giftedness in the English language through providing extended social networking and finally stating the sample's perspective about the opportunities and services Mawhiba provided him. The three core instruments to accumulate elaboration and interpret qualitative and quantitative data were academic records, writing samples, family observation, and a written interview.

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1163-1190
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• 2010

Korean EFL learners' stylistic sensitivity was examined through the two types of letter writing, professional and personal. The base of comparison with the English native speakers' stylistic sensitivity was the linguistic style markers that were statistically found by Biber's (1988) multi-dimensional model of variation of English language. The main finding was that Korean university students were sensitive to stylistic difference in the correct direction, though their linguistic repertoire was limited to the easy and simple linguistic features. Also, the learners were skewed in the involved style in both types of the letters unlike the native speakers and it was interpreted as due to the general developmental direction from informal to formal linguistic style. Learners were also skewed in the explicit style in both types of letters unlike the native speakers and it was interpreted as due to the learners' heavy reliance on one particular linguistic feature. As a whole, the learners' stylistic sensitivity heavily relied on the small number of linguistic features that they have already acquired, which happen to be simple and basic linguistic features.