• Language Facts and Perspectives
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• v.44
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• pp.399-417
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• 2018

This study aims to make a practical list of lexical items for the assessing of vocabulary richness. For this, in this study, we extract practical examples from written and spoken corpus to create a practical list. And we aimed to examine their distribution in various text types. Traditional assessing of vocabulary richness mainly deals with words. But this study was carried out to include lexical items in assessing vocabulary. Though we could not present all list of lexical items in the limit of the space, this list will be used to measure vocabulary diversity in future learner outcomes. In this paper, the emergence patterns of idiomatic expressions are compared against the register of written and spoken language, and the distribution of 7 registers of written text and the distribution of 4 registers of spoken text were examined. As a result of the analysis of written corpus, the most diverse types of idioms were used in the novel and quasi - verbal. And The fewest types were used in textbooks. Based on the number of token, literary genres such as novels, essays, and quasi - languages showed high use. In the case of collocation, more types were used in quasi - grammar and essay than in novel. But the number of tokens was often used in the order of novel, quasi-grammar, and essay. The use of idioms in spoken corpus was most widely used in private monologues. The number of tokens of idioms appeared higher in public and private conversations than monologues. The use of collocation was also the most diverse in private monologues, as in idioms, and the number of tokens was greater in monologues than conversations, unlike idioms. It is expected that more meaningful results will be obtained if this inverse study is extended to a more diverse text type.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.193-206
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• 2011

The purpose of the study is to examine the use of emotion vocabulary by Korean English learners. Three basic emotion fields, pleasure, anger, and fear were selected to elicit the participants' responses. L1 English speakers' data was also collected for comparison. The major results are as follows. First, English learners responded with various inappropriate verb forms like I feel~, I am~ while the majority of English native speaking teachers responded with subjunctive forms like I would feel~. In addition, L2 English learners used mostly simple and coordination sentences. Second, the lexical richness, measured through type/token ratio, was higher in English L1 data than in English L2 data. The proportion of emotion lemmas reflects the lexical richness or the diversity of the emotion words. Lastly, L2 English learners' responses focused on a few typical adjectives like happy, angry and scared. This structural and semantic distinctiveness of Korean English learners' emotion words was discussed from pedagogical perspectives.