• Proceedings of the KSPS conference
• /
• 1996.10a
• /
• pp.574-575
• /
• 1996

The theme of the current study is to study intonation of Taiwanese(Tw.) by comparing the intonation patterns in native language (Ll), target language (L2), and interlanguage (IL). Studies on interlanguage have dealt primarily with segments. Though there were studies which addressed to the issues of interlanguage intonation, more often than not, they didn't offer evidence for the statement, and the hypotheses were mainly based on impression. Therefore, a formal description of interlanguage intonation is necessary for further development in this field. The basic assumption of this study is that native speakers of one language perceive and produce a second language in ways closely related to the patterns of their first language. Several studies on interlanguage prosody have suggested that prosodic structure and rules are more subject to transfer than certain other phonological phenomena, given their abstract structural nature and generality(Vogel 1991). Broselow(1988) also shows that interlanguage may provide evidence for particular analyses of the native language grammar, which may not be available from the study of the native language alone. Several research questions will be addressed in the current study: A. How does duration vary among native and nominative utterances\ulcorner The results shows that there is a significant difference in duration between the beginning English learners, and the native speakers of American English for all the eleven English sentences. The mean duration shows that the beginning English learners take almost twice as much time (1.70sec.), as Americans (O.97sec.) to produce English sentences. The results also show that American speakers take significant longer time to speak all ten Taiwanese utterances. The mean duration shows that Americans take almost twice as much time (2.24sec.) as adult Taiwanese (1.14sec.) to produce Taiwanese sentences. B. Does proficiency level influence the performance of interlanguage intonation\ulcorner Can native intonation patterns be achieved by a non-native speaker\ulcorner Wenk(1986) considers proficiency level might be a variable which related to the extent of Ll influence. His study showed that beginners do transfer rhythmic features of the Ll and advanced learners can and do succeed in overcoming mother-tongue influence. The current study shows that proficiency level does play a role in the acquisition of English intonation by Taiwanese speakers. The duration and pitch range of the advanced learners are much closer to those of the native American English speakers than the beginners, but even advanced learners still cannot achieve native-like intonation patterns. C. Do Taiwanese have a narrower pitch range in comparison with American English speakers\ulcorner Ross et. al.(1986) suggests that the presence of tone in a language significantly inhibits the unrestricted manipulation of three acoustical measures of prosody which are involved in producing local pitch changes in the fundamental frequency contour during affective signaling. Will the presence of tone in a language inhibit the ability of speakers to modulate intonation\ulcorner The results do show that Taiwanese have a narrower pitch range in comparison with American English speakers. Both advanced (84Hz) and beginning learners (58Hz) of English show a significant narrower FO range than that of Americans' (112Hz), and the difference is greater between the beginning learners' group and native American English speakers.

• English Language & Literature Teaching
• /
• v.18 no.2
• /
• pp.67-84
• /
• 2012

The present study investigated the effect of sentence translation as a production task on short-term and long-term retention of foreign vocabulary. 87 EFL university students at a beginning level, enrolled in reading class participated in the study. The study compared the performance of three groups on vocabulary recall: (1) Control group, (2) Translation group, and (3) Copy group. During the treatment sessions, translation group translated L1 sentences into English, while copy group simply copied given English sentences with each target word. Results of the immediate test were collected each week from week 2 to week 5 and analyzed by one-way ANOVA. Results revealed that regarding short-term vocabulary retention, participants in rote-copy condition outperformed those in translation group. Four weeks later a delayed test was administered to measure long-term vocabulary retention. In contrast, the results of two-way repeated measures ANOVA showed that long-term vocabulary retention of translation group was significantly greater than copy group. The findings suggest that although sentence translation is rather challenging to low-level learners, it may facilitate long-term retention of new vocabulary given the more elaborate and deeper processing the task entails.

• Korean Journal of English Language and Linguistics
• /
• v.2 no.1
• /
• pp.123-147
• /
• 2002

As far as the recent ELT research concerned, it seems to have been no hot ‘theoretical’ issues, but ‘practical’ ones in general: e.g., learners and learning, components of proficiency, correlates of L2 learning, etc. This paper focuses on the theme given above, with a special reference to the sub-title: specifically, 1) World English, world Englishes and world's lingua franca; 2) ENL, ESL and EFL; 3) Grammars, style manuals, dictionaries and media; 4) Pronunciation models: RP, BBC model and General American, Network Standard; 5) Lexical, grammatical variations and discourse grammars; 6) Beliefs and subjective theories in foreign language research; 7) Dilemma among radical, canonical and eclectic views. In conclusion, the author offers a modest proposal: we need to appeal to our own experience, intention, feeling and purpose, that is, our identity to express “our own selves” in our contexts toward the world anywhere, if not sounding authentic enough, but producing it plausibly well. It is time for us (with our ethno-cultural autonomy) to need to be complementary to and parallel with its native speakers' linguistic-cultural authenticity in terms of the broadest mutual understanding.

• English Language & Literature Teaching
• /
• v.9 no.spc
• /
• pp.99-112
• /
• 2003

This study investigated how different types of formal instruction affect the second language looming of English grammatical structure among Korean high-school students. The linguistic focus of the study was English present perfect, which often creates learning problems for Korean learners of English. Subjects were divided into a control group and an experimental group (Enhanced group). The input the subjects in the experimental group received was manipulated by visually enhancing (with highlighting of the target structures in a reading text). Learners' awareness of the rules throughout the treatment period, as well as accuracy of target structures was measured. Results indicated that subjects in the Enhanced group showed higher performance than the control group. Further, awareness of rules that learners developed over the treatment period did not provide any advantage in learning.

• Speech Sciences
• /
• v.7 no.2
• /
• pp.97-112
• /
• 2000

This study examines how both English native speakers and Korean speakers realize the intonational tunes of English sentences when a sentence has two different meanings, through comparison of the utterances of the two groups of speakers. The results indicate that the English native speakers realize the difference in the meanings of given sentences in terms of differences in the boundary tones, as predicted in Pierrehumbert(1980) and Pierrehumbert & Hirschberg(l990), according to whom intonation is composed of a series of pitch accents, phrase tones, and boundary tones, and the meaning of a given sentence is delivered by the composition of the individual meanings of each component. The Korean speakers, however, fail to realize the difference in meaning with its boundary tones. Rather, they realize it by the number or positions of pitch accents and paralinguistic cues such as emotions and gestures. The Korean speakers, unlike the Americans, emphasize subject in sentences.

• MALSORI
• /
• no.44
• /
• pp.15-32
• /
• 2002

The purpose of this study is to investigate the production of English vowels by native speakers of Korean. In the production test, two English speakers and four native Korean speakers served as subjects. The four native Korean speakers were divided into two groups, experienced and inexperienced. Native English speakers generally showed significant differences both in vowel duration and in F1 & F2 values between members of vowel pairs which are of special interest of this study: /i/l vs. /I/, /$\varepsilon$/ vs. /${\ae}$/, and /u/ vs. /$\mho$/. The overall results showed that the experienced group produced more accurate results in vowel duration, F1, and F2 values.

• International Journal of Advanced Culture Technology
• /
• v.10 no.3
• /
• pp.71-76
• /
• 2022

The purpose of this research is to investigate the types of semantic errors made by MT in translating EFL college students' original drafts written in Korean into English. Specifically, this study attempts to find out 1) what types of semantic errors are most frequently committed by MT? and 2) how students feel about the quality of the MT-produced output? The findings from this study indicated that MT produced the errors related to accuracy (47%) the most, followed by the errors related to fluency and ambiguity (14.6% respectively). Students were well aware of the errors with accuracy and fluency but had limited ability to check the errors with ambiguity. Based on the findings, this study suggests pedagogical implications which can be implemented in L2 writing classrooms.

• The Journal of Korean Medicine
• /
• v.28 no.1 s.69
• /
• pp.94-104
• /
• 2007

Objectives : This study investigated the effects of teaching English medical journals to traditional Korean medical students as a way of integrated curriculum, focusing on evidence-based traditional Korean medicine (EBKM) in the light of globalization of traditional Korean Medicine. Methods : 232 students (l16 1st year and t 16 2nd year) were asked to complete a questionnaire at the end of the course in order to validate the course's efficacy on acquisition and utilization of the latest medical knowledge as well as change of attitude toward English itself. Results : The courses were very useful in reducing discomfort toward English journals and to applying the latest medical knowledge to academic reports, clinical practices, and finally to establish abilities for EBKM. The 1st year students who took the courses for two semesters consecutively showed more significant satisfaction than the 2nd year students with only one semester. Conclusion : The findings suggest that English medical journals are an essential curriculum f3r the advance of EBKM and globalization of traditional Korean Medicine and therefore developing adequate textbooks, teaching methods, and quality of instructors should be considered for successful achievements.

• Journal of the Korea Convergence Society
• /
• v.6 no.6
• /
• pp.263-270
• /
• 2015

L2 learners deal with communication problems encountered during the course of their oral communication by employing what are known as communication strategies(CSs). As CSs play a significant role in communication and language learning, identifying CSs that facilitate communication has become important in L2 research. However, there have been some controversies about how to identify CSs, especially about data sources: conversation data, retrospective interview data, or combining two types of data. Drawing on the advantages of converged data, this study aimed to identify CSs that L2 learners use in their English communication through a convergence analysis of data. In this qualitative case study, the data were collected from Korean L2 learners' conversations and retrospective verbal reports in stimulated recall interviews. Using a data convergence approach, various CSs were identified: definition replacement CSs, message change CSs, time-gaining CSs, and comprehension CSs. This study suggests the effectiveness of CSs in handling L2 communication problems and the usefulness of data convergence in L2 CS research.

• English Language & Literature Teaching
• /
• v.17 no.1
• /
• pp.191-208
• /
• 2011

The quantitative study investigated perceptions of evaluative criteria in L2 writing between two groups - learners (N=212) and instructors (N=52) in Korea. Specifically, the purpose of the study is (1) to examine learners' and instructors' perceptions on evaluative criteria in L2 writing and to provide empirical evidence concerning how they respond to a list of them and (2) to ultimately devise appropriate rating criteria applicable to an EFL context like Korea. Analyses of evaluative criteria were conducted using factor analysis and yielded the following results: learner and instructor groups perceived the evaluative criteria differently and weighted them in a different way. For the learner group, the combined elements of grammar and language in use were identified as Factor 1 and mechanics as Factor 2. The results may infer that learners' response patterns are primarily linked to their instructors' writing practice in class, which may largely focus on grammatical knowledge based on lexical use and mechanical accuracy. Similarly, the instructor group acknowledged grammatical knowledge as Factor 1 and lexical use as Factor 2. The first two factors found in both learner and instructor groups indicate that in an EFL context like Korea, the form-then-content way of teaching and learning is still being considered more effective in L2 writing than any other method. Taking into consideration these perceptive similarities and differences between learners and instructors, the categories of evaluative criteria in writing include content and organization, grammar, mechanics, language in use, and flow of the essay, respectively.