This study recommends using children's literature in teacher training programs with the purpose of developing integrated language skills for primary school teachers and teaching methods for their students. First, to accomplish bifold objectives, the study develops three modules: 1) intensive listening through story books, 2) using in class dialogues through role-playing and 3) developing classroom activities. For presenting the examples of the three modules, Junie B., First Grader (at last!), Freckle Juice, and Jake Drake: Teacher's Pet are used. Next, the study presents teachers' perceptions on both using literature for improving their English skills and using literature in their teaching elementary school children. To investigate the possibility of implementing the program, the researcher surveyed 53 teachers participating in the program. The survey results showed teachers' perceptions on children's literature changed in positive ways, and they recognized that children's literature could develop their own English language skills and then would be a good teaching resource for their students. Based on the results, some suggestions were provided for the teachers, educators, and program developers.

본 연구는 공감-체계화 유형, 얼굴제시영역, 정서유형에 따른 정서 인식과 정서 변별 간 관계를 알아보기 위하여 수행되었다. 실험 1에서는 개인의 공감-체계화 유형, 얼굴제시영역, 정서유형에 따라 정서 인식 정도가 어떻게 달라지는지 알아보았다. 그 결과 공감-체계화 유형에 따른 정서 인식 정도에는 유의미한 차이가 없었고, 얼굴제시영역과 정서유형에 따른 차이는 유의미하게 나타났다. 실험 2에서는 과제를 바꾸어 개인의 공감-체계화 유형, 얼굴제시영역, 정서유형에 따라 정서 변별 정도에 차이가 있는지 알아보았다. 그 결과 얼굴제시영역과 정서 유형에 따른 정서 변별 정도에 유의미한 차이가 있었다. 공감-체계화 유형과 정서유형 간 유의미한 상호작용이 있었는데, 기본정서에서는 공감-체계화 유형에 따른 변별 정도가 유의미한 차이를 보이지 않은 반면, 복합정서에서는 공감-체계화 유형 간 유의미한 차이를 보였다. 즉, 정서 인식과 달리 정서 변별에 있어서는 정서 유형에 따라 공감-체계화 유형 간 정확률에 차이가 나타났다. 이는 정서를 인식하는 것과 변별하는 것이 공감-체계화 유형에 따라 다르게 나타난다는 것을 보여준다. 본 연구를 통해 한 개인이 가지고 있는 공감하기와 체계화하기 특성, 얼굴제시영역, 정서유형이 정서인식과 정서 변별에 서로 다른 영향을 줄 수 있다는 것을 밝혔다.

The purpose of this study is to develop an integrated instruction model in primary schools by exploring the process of science theater in English. To accomplish the objective, the researchers set up a program which includes science experiments, drama games, and performance in English by primary school students. The data collected from diverse sources were analyzed using both quantitative and qualitative techniques. There were four results found from this study. First, the scholastic achievement both in Korean and English was improved. In addition, the students' interest and learning style influenced the test scores. Second, children in this study achieved real accomplishment through diverse student-centered activities. For example, they experienced accomplishment by getting over their mistakes in experiments, fostered a collaborative attitude through process-based tasks, and realized responsibility in their learning by leading their own learning. Third, students experienced a new type of integrated learning in English and science. In other words, they recognized English as a means of learning a subject and regarded science experiments as activities for exploring knowledge. They also considered science theatre as an opportunity for self-realization. Fourth, a model for integrating English and science in primary schools through science theater is presented. Finally, based on the results, the researchers provided several suggestions for future studies.

본 연구에서는 얼굴표정을 통하여 다른 사람의 정서 상태를 판단하는 능력이 연령(3세, 5세, 대학생), 성별(남, 여), 얼굴제시영역(얼굴전체, 눈), 정서의 종류(기본정서, 복합정서)에 따라 어떻게 다른지 알아보고자 하였다. 본 연구에서는 얼굴표정과 정서어휘 간의 연결이 비교적 분명하게 나타나는 32개의 정서 상태를 자극으로 사용하였으며, 표정사진은 32개의 정서 상태에 해당하는 얼굴표정을 배우에게 연기하도록 하여 사용하였다. 과제는 각 실험참가자에게 정서유발 상황에 대한 이야기를 들려주고 이야기 속의 주인공이 어떤 얼굴표정을 할 것인지를 판단하게 한 후 네 개의 얼굴표정 중에 적절한 것을 선택하도록 한 것이었다. 그 결과 연령이 증가함에 따라 얼굴표정을 판단하는 능력이 증가하였으며, 눈만 제시한 경우보다는 얼굴전체를 제시하였을 때, 복합정서보다는 기본정서에서 더 좋은 수행을 보였다. 또한 여자는 제시영역에 따른 수행의 차이가 없는 것에 반해, 남자는 눈 조건에 비해 얼굴조건의 경우에 더 좋은 수행을 보였다. 본 연구의 결과는 연령, 얼굴제시영역, 정서의 종류가 얼굴표정을 통해 타인의 정서를 판단하는데 영향을 줌을 시사한다.

본 연구에서는 동영상 자극과 정지 영상 자극을 사용하여 얼굴 표정의 영역(얼굴 전체/눈 영역/입 영역)에 따른 정서 상태 전달 효과를 알아보고자 하였다. 동영상 자극은 7초 동안 제시되었으며, 실험 1에서는 12개의 기본 정서에 대한 얼굴 표정 제시 유형과 제시 영역에 따른 정서 인식 효과를, 실험 2에서는 12개의 복합 정서에 대한 얼굴 표정 제시 유형과 제시 영역에 따른 정서 인식 효과를 살펴보았다. 실험 결과, 동영상 조건이 정지 영상 조건보다 더 높은 정서 인식 효과를 보였으며, 입 영역과 비교하였을 때 동영상에서의 눈 영역이 정지 영상 보다 더 큰 효과를 보여 눈의 움직임이 정서 인식에 중요할 것임을 시사하였다. 이는 기본 정서 뿐 아니라 복합 정서에서도 어느 정도 관찰될 수 있는 결과였다. 그럼에도 불구하고 정서의 종류에 따라 동영상의 효과가 달라질 수 있기 때문에 개별 정서별 분석이 필요하며, 또한, 얼굴의 특정 영역에 따라서도 상대적으로 잘 나타나는 정서 특성이 다를 수 있음을 사사해 준다.

This study investigates the implementation of a new EFL course, English Practice. This is designed to enhance English reading and writing skills, and increase literary experiences among university students. For this study, literature for young adults and e-mail writing were introduced to change teaching/learning conventions in an EFL setting. The research framework was practitioner research. Data collection consisted of a survey, students’ writing in the classroom, and the instructor’s field notes and journal. Data were analyzed to address the following research question: What happens when university EFL students read and write English for real purposes? Data analysis revealed that: 1) the students viewed literature and e-mail writing as a new experience of language learning, 2) the students showed changes in their learning, and 3) the students’ experiences with the literature went beyond language learning. The author concludes that the unique course program provided students with new ways of developing understanding English as a foreign language and provided opportunities to express individual experiences of the texts they read.

The purpose of this paper is to verify the hypothesis of the Great Complement Shift (GCS), according to which infinitival complement is being replaced by prepositional gerund over time. The advance of the to plus gerund (to-gerund) is considered to be the most prominent pattern of GCS (Rudanko 2010, etc.). On the basis of the Corpus of Historical American English, this paper examines the frequency changes from the 1820s to the 2000s involving eight predicates expected to have undergone GCS. It turns out that object and confine have completed the change in the early twentieth century and only to-gerund is used now. The predicates consent, prone and look forward have partially undergone GCS: among them look forward is in the front line and to-gerund overtook to-infinitive in the 1850s and have since spread rapidly; with consent and prone, to-infinitive is still used more frequently but to-gerund is increasing and to-infinitive is slightly decreasing over time. The verbs agree, assent and aspire differ from the others in that to-infinitive has not decreased at all. Since to-gerund is slightly increasing with these verbs, GCS is still justified but not at the expense of to-infinitive.

This article deals with the diachronic change of pseudo-clefts in which the clefted constituent, i.e. focused part, is realized as a verb, i.e. to-infinitive, bare-infinitive, -ing. (e.g. What/All he did was help/to help her. What/All he was doing was helping her.) The analysis of the Corpus of Historical American English (COHA, 1820-2009) shows that to-infinitive is the oldest construction but was not frequently used until the early 1800s from which its use rapidly increased until the early 1900s. It was then overtaken by its competitor, the bare-infinitive, in the 1950s-1970s and fell into decline. The bare-infinitive is the early 20th century innovation rarely used before then and shows a rapid rise throughout the 1900s. The occurrence of -ing is found from the early 1900s and gradually increases until now. The replacement of to-infinitive by bare-infinitive was lead by all-clefts rather than what-clefts: All-clefts are not only higher in the overall frequency but earlier in the innovative use of bare-infinitive.

Hyeree Kim. 2017. Syntactic Variation of Wh-Clefts and the Complexity Principle: A Corpus Study. Studies in Modern Grammar 95, 37-54. This study examines variable usage between to-infinitives and bare-infinitives in wh-cleft sentences in English. There are a number of previous studies dealing with either formal and functional analyses or regional and stylistic variation of wh-clefts. This study, however, attempts to find underlying factors determining the distribution of the two alternatives and investigates whether the so-called ‘complexity principle’ proposed by Rohdenburg (1998, 2000) is valid. Mair and Winkle (2012) used ten ICE corpora as an attempt to verify two out of four hypotheses of Rohdenburg’s principle. Although their findings partially supported Rohdenburg’s claims, the paucity of data turned out to neither prove nor disprove them. This study uses a much larger corpus, the COCA (Corpus of Contemporary American English), and shows that all four hypotheses of the complexity principle are valid: that is, the to-infinitive is more likely to occur, (i) if do is in more complex forms (did, done, doing) rather than in the simple present forms (do, does), (ii) if some elements intervene between do and be, (iii) if be is in the past tense (was) rather than in the simple present tense (is), or (iv) if be occurs in complex forms (e.g. will be, would be) rather than in the simple present or past forms (is, was). Furthermore, this study proposes and justifies a new hypothesis for the complexity principle: that is, the to-infinitive is more likely to occur, (v) if the intervening material between what and do are more complex (or lengthy).

Hyeree Kim. 2016. A Corpus-Based Study in the Diachronic Change of the Adjective/Participle+V-ing Construction. Studies in Modern Grammar 90, 1-30. In the Present-Day English adjectives and participles are often followed by a preposition plus V-ing (hereafter called PG construction). However, some adjectives and participles can be immediately followed by V-ing without an intermediate preposition (hereafter NG). Therefore, such adjectives/participles can have both NG and PG constructions. This article investigates 13 such predicates (happy, comfortable, bored, tired, fed up; busy, engaged, occupied; late, quick, slow, done, finished) in the Corpus of Historical American English (COHA) and examines the frequency changes of their NG vs PG structures in American English from 1820 to 2009. The findings of this study are as follows: (i) NG is a more recent structure than PG, (ii) the frequency of NG has gradually increased over time with most predicates, (iii) except engaged, the percentage of NG to PG was higher in the late 1900 than the early 1800, and with some predicates NG is more preferred than PG in the Present-Day English, (iv) as shown by the fact that some predicates were more resistant to the change, a linguistic innovation does not apply simultaneously but spread gradually across the relevant lexical items/structures.

In the Present-Day English adjectives and participles are often followed by a preposition plus V-ing (hereafter called PG construction). However, some adjectives and participles can be immediately followed by V-ing without an intermediate preposition (hereafter NG). Therefore, such adjectives/participles can have both NG and PG constructions. This article investigates 13 such predicates (happy, comfortable, bored, tired, fed up; busy, engaged, occupied; late, quick, slow, done, finished) in the Corpus of Historical American English (COHA) and examines the frequency changes of their NG vs PG structures in American English from 1820 to 2009. The findings of this study are as follows: (i) NG is a more recent structure than PG, (ii) the frequency of NG has gradually increased over time with most predicates, (iii) except engaged, the percentage of NG to PG was higher in the late 1900 than the early 1800, and with some predicates NG is more preferred than PG in the Present-Day English, (iv) as shown by the fact that some predicates were more resistant to the change, a linguistic innovation does not apply simultaneously but spread gradually across the relevant lexical items/structures.

The objective of this article is to account for the late Modern English changes of BE to V from a more extensive diachronic perspective. This study examines frequency changes of various constructions involving BE to in COHA, a corpus of American English covering 1800 to 2009. It has been found that BE to V constructions are on the constant decline while the retroactive infinitive BE to blame is not. In order to know a fundamental motivation behind this decline, this study explores historical changes of BE to V from Old English to early Modern English and explains the whole span of changes as the results of reanalysis and grammaticalization.

This article is a diachronic study of different constructions involving the verb DARE from Old English (OE) to Modern English (ModE). With regard to the Late ModE (lModE) change, this paper examines the Corpus of Historical American English (COHA) covering 1810 to 2009. It is found that the general tendency is a decline of the frequency of DARE in terms of both the modal auxiliary and the main (lexical) verb uses in American English. However, the frequency of the auxiliary use, contra Taeymans (2004), has more rapidly decreased, while that of the main verb use has less drastically dropped. The blend constructions have had a low frequency throughout the past 200 years. Yet, the inflected blends(e.g. dared, dares) showed gradual decrease of frequency, whereas the DO-support blends did not. This study also examines historical changes from OE to Early ModE (eModE). It is found that lexical and modal properties coexisted from OE to Early Middle English (eME), the modal ones climaxing during the eME period. This paper argues that the grammaticalization from lexical to modal was triggered before the OE period and thereafter until eME is the period of gradual extension. From the lME period lexical properties increasingly occurred, which led Beths (1999) and Taeymans (2004) to argue for degrammaticalization. This paper accounts for the same phenomenon in terms of renewal, a natural process in grammaticalization. There are lME evidences showing phonological and semantic reductions of DARE, which necessitated a renewal of DARE. This study, moreover, shows that the words of the same category can follow different paths of change with time.

This paper examines the change of frequency of the core modal auxiliaries will/would, shall/should, can/could, may/might, and must in the Corpus of Historical American English (COHA) covering 1810 to 2009. The most common modals used in this period were would (average 2,827.69 per mil), followed by will (2,262.94), can (1,783.77), could (1,782.83), may (1,138.85), should (1,081.55), must (1,019.18), might (729.83) and shall (609.54). The top four modals accounts for 65.4%. The general trend is a significant decline in use of core modals with time: In a simple comparison between 1810s and 2000s, shall reveals the most remarkable decline (-97.23%), then follows must (-78.34%), may (-77.76%), will (-65.48%), should (-59.21%), can (-29.53%), might (-27.17%), would (-17.13%), though can and would shows repetition of rises and falls, and could shows a rise in frequency. This paper shows that the decline of core modals goes along with the increase of such lexical verbs as semi-auxiliaries and main verbs, and argues for grammaticalization and democratization as the determinants of this change: The increase of lexical verbs is due to a 'renewal' in a grammaticalization process and the notable loss of must and shall is related to the sociocultural change of democratization.

This study explores the diachronic development of expletive negation (EN) from Old English to Early Modern English. The EN examined in this paper involves a matrix verb with the meaning `prohibit`, `deny/refuse` or `doubt/fear` governing a subordinate clause with a negative marker whose meaning is allegedly empty. It is argued that EN is not a case of long-distance negative concord, but it is a genuine negative clause, as evidenced by the existence of emphatic negative markers. The use of EN is explained from a cognitive perspective as a speaker`s frequent (mis-)interpretation of counterfactual contexts, which is compatible with the use of the subjunctive mood.

The purpose of this paper is to examine what grammatical functions and meanings the for-to-Ⅴ construction possessed in the early Middle English religious prose Holy Maidenhood (original title: Hali Meidhad). It has been claimed that the for-to-Ⅴ construction arose in the early Middle English period. From the 19 examples containing for-to-Ⅴ sequences in Holy Maidenhood, it is found that they could have diverse grammatical functions such as subject, complement, and adjunct, and various meanings other than `purpose.` These findings are against Jespersen`s (1909-49, Ⅴ) and Mustanoja`s (1960) arguments that the for-to-Ⅴ construction originally expressed `purpose.`