• English Language & Literature Teaching
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• v.8 no.1
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• pp.125-141
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• 2002

This paper examines the pragmatic features of the thanking and apologizing moves which appear in requestive email of Korean speakers of English as a foreign language and American English native speakers. It is important for second language learners to behave appropriately in a target language when communicating with other English speakers who have different cultural backgrounds. The result of this study revealed the differences in the use of thanking and apologizing moves in the requestive email between Koreans and Americans. Koreans used fewer moves of thanking and more moves of apologizing than Americans in three different situations. Koreans' underuse of thanking which is a routine and formulaic expression for Americans could be a marked phenomenon to a recipient of the email in English bringing about a minus effect.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.1-21
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• 2003

Learner-centered approach has been a recent research focus in the second language acquisition, but few studies have dealt with how to develop learner autonomy, particularly in a computer-assisted language learning environment. The paper first illustrates the importance of promoting learner autonomy in the EFL context and elaborates the three main factors contributing to its development. Then it focuses on how the CALL research project promotes autonomous learning through a small-scale study in Gyeongju University. Both quantitative and qualitative methods have been employed to examine whether in the CALL project learners exercise control over their own learning and evaluate the outcome. The results indicate that due to a flexible syllabus, highly motivating research topics and the network-assisted environment, learners do take responsibility for most aspects of learning and thus the CALL project proves to be a promising approach for autonomous learning.

• Journal of Arbitration Studies
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• v.23 no.1
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• pp.133-152
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• 2013

Recently, the United Nations Commission on International Trade Law (UNCITRAL) has made progress toward resolving low value, high volume disputes in international e-commerce. At the Working Group's 26th session, two draft procedural rules were addressed. The first discussed the draft of Article 9, entitled "Decision by a neutral party." This is based on the suggestion in 26th session to have a "two track" system of ODR, one including negotiation, facilitated settlement, and arbitration phrases, and the other not including an arbitration phase. The second draft procedural rule, draft Article 10, regards the language of proceedings. In most cases of international e-commerce, the decision of language of an ODR proceeding is a matter of importance, for the language parties could differ from each other. This paper examines several implications of UNCITRAL for Korea, which has unstable ODR system.

• Cross-Cultural Studies
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• v.19
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• pp.313-338
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• 2010

Attitudes toward target language culture and motivation have been known as important factors in second or foreign language learning. In this study, cadets' attitudes toward the target language community and culture were investigated to find out any relationships with English achievement. Integrative or instrumental motivation in foreign military context was investigated to determine which motivation was more positively related to English proficiency. Cadets' responses were shown highly positive and internally consistent in most cases. Military cadets' attitudes toward American culture were statistically significant and could predict their English achievement. Even though integrative motivation was statistically significant, correlation with English achievement was low. However, instrumental motivation was not significant. This result implies that attitudes toward culture is an important factor in foreign language learning and integrative-instrumental motivation dichotomy might not be enough to explain specific context like cadets' English learning situation at Korea Army Academy at Youngcheon.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.86-93
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• 2021

This paper aims to investigate a novel affix prevalently and productively used in social media, which is assumed to be borrowed from English into Korean loanblens. The novel affix is composed of a prefix-like and a suffix-like elements, but it seems to be distinguished from other regular combinations of a prefix and a suffix. In analyzing the affix, we attempt to highlight its peculiarities of the affix with empirical data. First, the seemingly borrowed affix does not behave like affixes found in the donor language (English) or the recipient language (Korean) from a linguistic point of view. Both languages have circumfixation rarely available in productive word-formation processes. Second, no regular assimilation rules of Korean apply to the affix boundary, which would otherwise be mandatory to such syllable contact contexts. Last but not least, the affix form has no correspondence to the donor language, and therefore it is claimed to be derived through secretion and taken as a case of pseudo-anglicisms.

• 중국학논총
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• no.71
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• pp.83-106
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• 2021

South Korean users of second language have been often heard such assessments as "you don't' have confidence" and "your writing is good, but your speech is poor." Some scholars have pointed out the teaching method as the cause. In other countries, the mainstreamargument is that students can have practical language experience in a more liberal atmosphere through small group-oriented classes rather than through teacher-centered whole-group activities in foreign language curriculums. Many teachers are using various learning tools or a combination of different teaching methods to minimize the shortcomings of the grammar translation method. However, unlike other studies, the present study focuses on improving the grammar translation teaching method itself.

• 중국학논총
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• no.61
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• pp.255-277
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• 2019

This paper presented a course plan based on the ideas I gained from conducting a lecture on Chinese language for students in the second semester of the Chinese language department at a four-year university. In the paper, we sought to deviate from the traditional grammar-translation teaching style and find ways for students to enjoy learning without difficulty in all areas by using the 'total language approach' such as writing, speaking, listening and reading through reading skills. Therefore, we discussed the educational significance and expression of the 'Chinese Languages' class, and introduced the class stages and methods of progress. In other words, they suggested introduction of text plots, explanation of vocabulary and grammar, presentation of original text, questions about text, arrangement of words, ordering sentences to fit the plot, and understanding the plot while looking at the picture.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.91-114
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• 2012

The purpose of this study is to investigate teachers' perspectives on content-based instruction (CBI) in English at a higher education in Korea. Based on the assumption that content-based instruction programs could be successful if teachers were actively involved not only in transmitting the content knowledge but also in students' development in the second or foreign language competence, the study explores teachers' treatments of language in relation to the students' language development in CBI classes. Research questions were related to five areas such as (1) the goals of CBI programs, (2) difficulties in CBI classes, (3) the use of native language, (4) teaching strategies and techniques, and (5) factors that affect the success of the CBI programs. Data gathered from 24 college instructors from a large university located in the metropolitan city of Korea. Results of the study indicated that college instructors of CBI programs had keen interest in developing students' language competence, experienced difficulties in designing course syllabus for mixed leveled group of students, rarely used Korean in class and used successful teaching strategies. Also factors needed to improve the CBI programs were recommended at the end of the study. Results of the study implied that teachers needed to be more aware of the students' learning process of English and to be more communicative with students in English in class. Further studies were needed in relation to the CBI courses for students of different age levels.

• The Journal of the Korea Contents Association
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• v.5 no.4
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• pp.85-93
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• 2005

In this paper, we propose recognition system which tracks the unmarked hand of a person performing sign language in complex background. First of all, we measure entropy for the difference image between continuous frames. Using a color information that is similar to a skin color in candidate region which has high value, we extract hand region only from background image. On the extracted hand region, we detect a contour and recognize sign language by applying improved centroidal profile method. In the experimental results for 6 kinds of sing language movement, unlike existing methods, we can stably recognize sign language in complex background and illumination changes without marker. Also, it shows the recognition rate with more than 95% for person and $90\sim100%$ for each movement at 15 frames/second.

• English Language & Literature Teaching
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• no.1
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• pp.159-187
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• 1995

The purpose of this study is to investigate common errors made by Korean learners in English composition and to find out what is an effective and appropriate teaching method of English composition in Korea. For these purposes, 197 students on the third grade in high school were selected as the subjects of this research. The students were tested by way of the immediate translation of 31 simple Korean sentences into English which are supposed to be easy for those students to write without any difficulty. About 2 minutes were given for testing each sentence. The results are as follows : First. the whole sum of errors made by 197 students was 2,972 and these types of errors were classified into 13 categories by Duskova's grammatical method and James'. The errors with comparatively high frequency were prepositional errors(17.2%), verbal errors(15.4%), and the errors with low frequency were article errors(1.9%), to-infinitive errors. Second, when Korean students learn English as a target language, overgeneralization(33.6%) and reduction(17.5) influenced the learners much more greatly than language transfer(22.2) did. But the influence of language transfer including interference & overgeneralization(l5.2%) and interference & reduction(10.7%) was no less than 48.1%. The statistics shows that the learners have a tendency to analyze, systematize and regularize the target language when they start to learn a new language.