This paper aims to explore how Korean-Chinese bilingual speakers process Korean final ending -ko. Korean-Chinese bilingual speakers from Yanbian participated in the masked priming experiments through a word judgment task. The masked priming experiments were designed to compare the subjects’ response under three different prime-target conditions: Identical Condition, Unrelated Condition, and Test Condition. The participants’ response time in the experiments was statistically analyzed in two different ways: i.e., subject (F1) analyses and item (F2) analyses. The results of both the subject analyses and the item analyses revealed full priming effects, as is usually found in native speakers’ morphological processing. These findings indicate that Chinese-Korean bilingual speakers are sensitive to each combining morpheme of morphologically complex words including Korean final ending -ko and their processing of the words are not dependent upon the lexical storage of the full form.

This paper investigates Korean-Chinese bilingual speakers’ processing of Korean plural marker -tul. It employed masked priming experiments with a word judgment task for Korean-Chinese speakers from Yanbian, China. The masked priming experiments compared the subjects’ response time in three different prime-target pairs: identical condition, unrelated condition, and test condition. The data of the experiments was analyzed in two different ways: subject analyses and item analyses. The subject analyses of the study showed partial priming effects and the item analyses full priming effects. These findings indicate that Chinese-Korean bilinguals seem to be sensitive to morphological structure of a morphologically complex words in Korean and less dependent on the lexical storage of the full form, as is usually found in L2 learners’ morphological processing.

This paper reviews research articles on English grammar instruction in Korea published in the journal ofEnglish Teaching since 1965. It analyzes current trends of research studies and provides prospects for future research studies in the field of English grammar instruction. A total of 45 research papers were reviewed and analyzed quantitatively and qualitatively. The quantitative analyses revealed that over 90 percent of the articles have been published since 1990 and most of them have explored the efficacy of grammar teaching under the approach of focus on form. The qualitative analyses present thorough reviews of the published research papers with the emphasis on themes, research methods, and their pedagogical implications. The limitations ofthe published articles and some suggestions for the development of English grammar instruction are provided.

This study quantitatively investigates foreign learners" acquisition of double particles in Korean. Some of the particles in Korean are jointly used with other particles and some are not, and the sequence of the particles determines the grammaticality of the double particles. Chinese and Japanese learners of Korean participated in the experiment in which they were asked to judge the grammaticality of a combination of a noun and double particles. The participants" judgment of the grammaticality of the double particles and their reaction time for the judgment were analyzed. The results of the study revealed that Japanese learners whose native language has a particle system similar to that of Korean performed better in the grammaticality judgment than Chinese learners whose native language shows no use of double particles. The advanced learners of Korean, regardless of their native languages, showed better judgment on the grammaticality of the use of double particles. This study also found that the type of double particles also affected the learners" judgment and that in the grammaticality judgment of ungrammatical joint of adverbial particles, most of the participants, regardless of their native languages and their Korean proficiency, scored much lower than in the judgment of the other types of double particles. The analyses of the participants" reaction time for the judgment showed congruent results with those of their grammaticality judgement.

This paper investigates Korean EFL learners’ perceived phonetic dissimilarity of English liquids /l/ and /r/ to test the Korean learners’ relative acquisition difficulty of the two English liquids. Contrary to the prediction of the contrastive analysis hypothesis, a hypothesis from Flege’s (1995) Speech Learning Model asserts that the greater the perceived phonetic dissimilarity between an L2 speech sound and the closest L1 sound, the more likely learners will be to discern the difference between the L1 and L2 sounds. Fifteen Korean EFL learners were asked to judge how well English /l/ and /r/ in various phonological environments represent the Korean liquid, using a scale ranging from 0 (“not like”) to 6 (“exactly the same”). The results of the judgment task showed that Korean L2 learners perceived English /l/ to be more similar to Korean /l/ than English /r/ in syllable-initial, consonant cluster, and intervocalic positions, but not in syllable-final position. The results of the present study are expected to provide a basis for future research which investigates Korean learners’ perception and production of English /l/ and /r/.

This study explores solutions for the problems of the current secondary English teacher selection test in Korea. The study was performed in the form of survey including a total of 557 participants, among whom were professors teaching at the departments of English education, students majoring English education, English teachers who had taken the selection test, test-takers of the test, and public officials in charge of English education in the offices of education. The questionnaire consisted of 29 questions which were designed to elicit the participants' perception or belief about the test itself, the relationships between the test and the curricula of the department, the test-making process, and the first stage of the selectional process. Analyzing the results of the survey, the present study proposes possible solutions for the problems regarding the question types of the test, the proportions of each field of the major, the curricula of the department of English in the college of education, and the test-developing and grading process.