Do unhappy people drink alcohol or does alcohol make people unhappy? This research utilized cross-national data (Study 1) and a daily diary survey (Study 2) to investigate the link between alcohol consumption and happiness. In Study 1, at the national level, we examined the relation between alcohol consumption and happiness in 113 nations. The results revealed that there was an overall negative correlation between alcohol consumption and subjective well-being (SWB), positive affect, and generosity. In Study 2, at the individual level, we validated the findings of Study 1 by using the multilevel modeling method via the daily diary reports of Korean participants (N = 480). This method allowed us to investigate further whether alcohol consumption affected the level of happiness or whether happiness affected the level of alcohol consumption. The results showed that SWB increased the likelihood of alcohol consumption on that day, however, drinking alcohol decreases the level of SWB on the next day.

본 연구에서 우리는 국가문화의 기술혁신활동에의 영향을 탐색해 보았다. 먼저 (국가)문화의 개념을 정리하였고, 다양한 세부 국가문화지표들에 대한 논의도 추가하였다. 다음으로 국가문화가 기술혁신 활동 및 성과에 영향을 미치는 이론적 메커니즘을 기존 문헌 을 통하여 정리하였다. 국가문화는 국가 사회를 구성하는 근저를 이루는 틀을 형성하는 다양 한 개념을 종합한 것이기 때문에 각 개념별로 기술혁신시스템에 미치는 영향은 크게 다름을 알 수 있었다. 마지막으로 국가문화가 기술의 특성, 사회제도, 정책 등과 어떻게 상호작용을 하면서 기술혁신활동에 영향을 미치는 지를 탐색해 보았다. 관련 문헌, 이론 및 실증분석을 정리하면서 동시에 이에 기반 하여 새로운 논의를 제안하고 다양한 미래연구 가능성을 제시 하였다. 이를 통한 기술혁신이론에의 시사점도 정리하였다.

The knowledge of spelling cannot be earned by learning the relations between the sounds and graphemes. However, this study shows that the learners' knowledge is not a mere result of simple memorization. The current study found that the learners’ spelling knowledge is interwoven with their established phonemic inventory and their imperfect knowledge of the target language spelling. Using a learner corpus (KNU English Learner Corpus) constructed from young learners, primary school grades from 4 to 6, enrolled in a gifted English program, we extracted and examined 125 erroneously spelled words each from the basic level and the advanced level subcorpus. Building on Justicia et al. (1999), the error data were classified into six categories and an additional category of morpheme error (MOR) with substitution and omission errors accounting for 76.3% of the total errors. Conducting further analysis, we were able to identify typical cases of the errors and the underlying causes inducing the errors. Generally speaking, the substitution error is found to be due to the variability between grapheme and sound whereas the omission error is often caused by the learners’ tendency to prefer simpler graphemephoneme relations. There also exists considerable intervention of the learners' Korean phonemic inventory, particularly in lower level learners. The findings from this study can be used to provide various specific guides for effective spelling instruction and help learners become more confident about their writing.

The present study investigates usage of English futures, will and be going to, by Korean EFL learners and American native English speakers. The examined usage data are extracted from the native speaker corpus, the Corpus of Contemporary American English (COCA), and two learner corpora, the Kyungpook National University (KNU) Student English Learner Corpus-Written (KSELC-W) and the KNU English Learner Corpus (KELC), and compared to determine interlanguage developmental patterns and usage similarities or differences between native speakers and nonnative speakers. In support of existing literature, the findings from the current study reveal that the American native English speakers of COCA significantly overuse both will and be going to in the spoken register compared to the combined written registers. Furthermore, the findings also indicate that although the writing samples of the learner corpora were written during formal EFL education settings, will and be going to usage by the Korean EFL learners closely resemble the usage data of the combined written-all registers of COCA. Finally, semantic analyses show that the advanced learners of KSELC-W use be going to quite correctly with the semantic senses in the present form. In contrast to the learners in Coates (1983), they use be going to to deliver the sense of epistemicity rather than the root intention senses.

By comparing a corpus of Korean learners of English with a native speaker corpus, this study shows to what extent and in what ways Korean learners acquire English modal verbs can, could, may, and might (Hunston 2002). This corpus study revealed that the Korean learners underused could, may, and might. Two factors can explain the pattern of the Korean learners’ acquisition of the 4 modal verbs. First, the difficulty of combining tense with the modal verbs impedes the learners’ preterit form use of the modal verbs. Second, the epistemic modality is acquired much later than the root modality such as possibility, permission, and ability (Gibbs 1990). Since may and might typically associate with the epistemic modality, the learners rarely used those modal verbs.

This study deals with Korean learners' acquisition of English negatives. According to previous research, learners of English pass through a stage that demonstrates the characteristics of learners' interlanguage. Using a learner corpus (KELC), we show that Korean learners progress through several developmental stages before they master English negation. In addition, the errors made at each developmental stage reflect learners' knowledge of syntactic representation in terms of functional categories. Specifically, at the beginner level, the learners do not use auxiliaries at all. As they move to the intermediate level at which the functional category begins to be used, they start using auxiliaries in front of the negator. However, their outcomes are undermined with inflection errors either on the auxiliary or on the thematic verb. Finally, at the advanced level, the inflection errors disappear although still the present tense dominates where the past tense is required. This developmental pattern is in accord with the stages reported in the literature and the maturation of syntactic representation (i.e., functional categories).

Korean sentential nominalization, like English gerund phrases, exhibits internal verbal properties and external nominal distribution. Within the tradition of transformational grammar, it has been widely accepted that Korean sentential nominalization involves a syntactic process where the nominalization affix converts a verbal phrase to a nominal phrase (Han 1987, Yoon 1989). This article argues that the syntactic analyses have difficulty explaining the mixed properties without undermining important linguistic generalizations. Taking a lexicalist view (HPSG, Pollard and Sag 1994), this paper suggests an alternative lexicalist approach built on the mixed category analysis in Malouf 1998 and the type-hierarchical morphology in Kim 2004. This alternative proposes a way to explain Korean sentential nominalization without violation of lexicalism and endocentricity.

Many educators question the value of explicit grammar instruction in foreign language education and look for alternative ways to enhance the communicative ability. Focusing on Korean leaners’ acquisition of English relative clauses, we examine whether grammar knowledge can result from experiencing English texts without explicit knowledge being provided at the outset of the learning. Our study shows that many grammatical features of English relative clauses can be acquired incidentally without explicit grammar instruction. Further, we found that the knowledge acquired through the implicit incidental learning can be better retained than that through the explicit learning.

Incheol Choi. 2011. English Causative Alternation and its acquisition by Korean learners. Studies in Modern Grammar 64, 183-210. This paper, building on the result of the corpus study in Choi (2010), reveals that Koran learners rarely overgeneralize the English causative alternation rule and it is mainly due to the lexical conservatism in the sense of Baker (1979). In addition, this paper suggests that Korean learners' acquisition process of the phenomenon is influenced by markedness relation coming from the universal semantic properties and Korean verbal morphological system. To support these conclusions, a grammaticality judgement test and a two-alternative forced choice test were carried out.