• Lingua Humanitatis
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• v.1 no.2
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• pp.221-228
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• 2001

This article criticizes Professor Nam-Sik Park's understanding and proposals on the educational implementation of English Linguistcs in Korea. First of all, this article claims that 'studying English' cannot be the primary goal of 'doing English linguistics', arguing that the curriculum related to the English linguistics should not be altered on the basis of the practical use of English linguistics. The article furthermore criticizes Professor Park's narrow view on the 'practicalism'. Criticism is also addressed to Professor Park's undesirable and unduly clear-cut dichotomy on 'data' versus 'theory', 'subject' versus 'object', 'theoretical linguistics' versus 'applied linguistics', and 'English linguistics' versus 'linguistics', while the author's fundamental emphasis is given to the idea that humanistic understanding of English language is neccessary for proper and extensive comprehension and application of English linguistics in Korea.

• Language and Information
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• v.11 no.1
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• pp.53-76
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• 2007

Case markers in Korean are omissible in colloquial speech. Previous discourse studies of Caseless bare NPs in Korean show that the information structure of zero Nominative not only differs from that of overt Nominative but it also differs from that of zero Accusative in many respects. This paper aims to provide a basis for these semantic/pragmatic properties of Caseless NPs through the syntactic difference between bare subjects and bare objects: namely, the former are left-dislocated NPs, whereas the latter form complex predicates with the subcategorizing verbs. Our analysis will account for the facts that (i) the distribution of bare subject NPs are more restricted than that of bare object NPs; (ii) bare subject NPs must be specific or topical; (iii) Acc-marked NPs in canonical position tend to be focalized.

• Speech Sciences
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• v.9 no.3
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• pp.251-266
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• 2002

This paper aims to compare and analyse the pattern of the pitch accent realization between the English native speakers and the .Korean speakers, using the sentences by the scope of focus including intransitive verbs; unaccusative, unergative, and passive, based on the previous studies. The results show that the English native speakers produce the intonational patterns similar to the previous study (Hoskins, 1996), which showed that English native speakers deaccented after the focused word for unaccusative and passive verbs in broad focus. Korean speakers, however, have a tendency not to deaccent after the focused word for both verbs. In the narrow subject focus condition, Koreans do not deaccent the verbs after the focused subject. In the narrow verb focus condition, they produce the pitch accent on verbs as the English native speakers do, but they tend to produce the pitch accent on subjects that should not be given any pitch accent. Therefore, unlike the English native speakers, the Korean speakers have a tendency not only that they do not produce three types of intransitive verbs with proper intonation, but also that they do not realize the focus structure itself properly.

• Language and Information
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• v.7 no.1
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• pp.55-68
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• 2003

Most of the previous approaches to English agreement phenomena have relied upon only one component of the grammar (e.g., either syntax, or semantics, or pragmatics). This paper argues that interrelationships among different grammatical components play crucial roles in such phenomenon too (cf. Kathol 1999 and Hudson 1999). The paper proposes that, contrary to traditional wisdom, English determiner-noun agreement is morpho-syntactic whereas subject-verb and pronoun-antecedent agreement are reflections of index agreement (cf. Pollard and Sag 1994). The present hybrid analysis of English agreement shows the importance of the interaction of different components of the grammar in accounting for English agreement phenomena. In particular, once we allow morphology to tightly interact with the system of syntax, semantics, or even pragmatics, we could provide a solution to some puzzling English agreement phenomena. This allows a more principled theory of English agreement.

• Lingua Humanitatis
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• v.2 no.1
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• pp.93-127
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• 2002

This paper deals with a class of Middle English impersonal constructions that involve verbs of two-place argument structure. As is generally understood, the term 'impersonal' is notoriously murky, and after all those researches that have been performed in this area, quite a few issues still remain controversial. The issues we center around in the present study concern the following two. In the type of impersonal constructions we consider, the two arguments-Cause and Experiencer-are both expressed in oblique case, posing the problem of determining which of them functions as the grammatical subject. The issue, however. is not how an argument in oblique case can be taken as the subject: it is well blown that the so called 'dative subject Experiencer' already occurred in Old English. The real issue is why both of the arguments are syntactically realized as nonnominative. The other issue concerns the 3rd-person singular form of the verb. Here again, the crux of the problem may be blurred by the fact that impersonal construction is often defined as one in which the verb has 3rd-person singular form with no apparent nominative W controlling verb concord. But this definition is more nebulous than clear because the notion 'subjectless' is itself highly controversial. Thus, for an expression like me thinketh that-S, it may well be that the verb thinketh ('seems') is 3rd-person singular because the that-clause is the subject. What should be explained of the data brought up here is why the impersonal verb is 3rd-person singular when neither of the NPs associated with it is 3rd person or singular. I argue that we can account for our paradigm examples by looking upon them as 'mixed construction' in which semantic interpretation conflicts with syntactic parsing as a result of case syncretism and gradual establishment of SVO word order. This amounts to saying that the peculiarities of the construction originate with the confused use of impersonal verbs between the sense of 'give an impression' and that of 'receive and impression.'

• The Journal of the Korea Contents Association
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• v.8 no.10
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• pp.373-380
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• 2008

The purpose of this study is to investigate how Korean EFL university students acquire an understanding of English tenses. To research this, we proposed two research questions of study as below. Firstly, what difference is there in English tense acquisition between an experimental group and a control group? Secondly, what difference is there in the English tense acquisition according to English proficiency? The subject of a sample survey was a 39 student experimental group and a 38 student control group, total 77 students, who take English courses as a required subject at 'C' university in Gwangju. The data needed for this study was obtained by the questionnaires with 40 questions about the English tense. The data analyzing method was t-test through the statistics program SPSS 12.0. There was a significant difference between the experimental group's tense acquisition ability and the control group's, even though low group showed no significant improvement in their tense acquisition ability. Studying English tense through reading led the students to be present in classes with interests, so the experimental group showed more academic accomplishments than the control group.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.442-452
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• 2014

Using the 1st and 7th waves of KEEP(Korea Education and Employment Panel), this study explores the relationships among 212 participants' characteristics during high school, experience of taking English-mediated subject courses(EMSC) during college, career decision types, and employment status. These students' high school experiences and college experiences were used to predict the log-odds of taking and the understanding EMSC. Results of the analysis showed that none of high school characteristics such as career decision, English private education experience, interest in English, and their scholastic aptitude test score in English were associated with taking and understanding EMSC. Among college experience variables, only female students' level of understanding English subject courses was statistically significantly higher than that of male students. There were statistically significant positive associations between the understanding the EMSC and the number of the EMSC taken and also between the understanding of the EMSC and perceived usefulness of the EMSC. There was also a statistically significant relationship between career types (continuing with graduate studies vs. working) and taking EMSC, but the relationship between career types and understanding the EMSC was not statistically significant. In addition, the relationship between the experience of taking EMSC and employment status was not statistically significant.

• Korean Journal of English Language and Linguistics
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• v.4 no.1
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• pp.61-81
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• 2004

This paper will look at some grammatical phenomena which will illustrate some of the questions that can be addressed with a corpus-based approach. We will use this approach to investigate the following subjects in English grammar: number ambiguity, subject-verb concord, concord with measure expressions, and (reflexive) pronoun choice in coordinated noun phrases. We will emphasize the distinctive features of the corpus-based approach, particularly its strengths in investigating language use, as opposed to traditional descriptions or prescriptions of structure in English grammar. This paper will show that a corpus-based approach has made it possible to conduct new kinds of investigations into grammar in use and to expand the scope of earlier investigations. Native speakers rarely have accurate information about frequency of use. A large representative corpus (i.e., The British National Corpus) is one of the most reliable sources of frequency information. It is important to base an analysis of language on real data rather than intuition. Any description of grammar is more complete and accurate if it is based on a body of real data.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.19-39
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• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subjects from overlapping in environmental contents, and can make the most of each subject's characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.

• Journal of English Language & Literature
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• v.64 no.3
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• pp.307-327
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• 2018

In light of Korean inclusion of its diaspora as part of the nation, a "creolized" approach that brings together constructions of the bad subject of Asian American studies with conceptions of the Korean minjung grounds an analysis of two poets as they might be considered from a bi-national, Korean and U.S. American, perspective. The poets Ed Bok Lee and Jason Koo show different ways of being the bad subject. Lee is clearly a bad American subject, resisting American white racial hegemony, and his poetry often addresses a kind of American minjung multiculturalism, as is shown in poems from his first two books Real Karaoke People and Whorled. He challenges some aspects of contemporary Korea, and might be a kind of Korean bad subject in those challenges. Koo, on the other hand, resists the call to bad subjectivity, so that his poetry may not fit the preferred paradigm of Asian American studies, as he recognizes. As he resists that paradigm, he also gives little attention to his Korean heritage, so his not-bad American subjectivity becomes bad Korea subjectivity. He recovers some measure of badness in the final poem of Man on Extremely Small Island when he connects briefly to his Korean heritage and his Asian American present. The creolized juxtaposition of the bad subject with the minjung suggests the use of these poems in considering both American and Korean society.