Kang Yoon-hee. 2016. “Language and the Senses: An Ethnographic Case Study of Coffee Flavor Terms in South Korea”. The Sociolinguistic Journal of Korea 24(1). 01~36. This paper explores the relations between language and the senses, by analyzing how people conceptualize and verbalize their sensory experiences of coffee flavors in the contemporary South Korean society. It first examines various linguistic descriptors for coffee flavors in the lexical level, of which acquisition is often associated with the speaker’s increased capacity to discern and express their sensory experiences of coffee tastes and aromas. It also illustrates the ways in which the sensory perceptions of coffee flavors are expressed across different modalities, as shown in the examples of the synesthetic expressions of visual images of coffee and the spatial constructions of its flavors. Specific qualities of coffee flavors are also identified with some attributes and activities of their consumers, which are often extended to index the consumers’ specific social identities. Therefore, this paper demonstrates the crucial roles that language plays in mediating between the individual and subjective dimension of sensory expressions and their social and cultural meanings in various social contexts.

During the last decade, an increasing number of immigrants came to Korea mainly for getting jobs and following their spouses, and the Korean government attempted to introduce several policies and projects. Among those policies and projects, the bilingual teacher development program was launched for developing bilingual teachers to teach their cultures and languages to multicultural and general students as well. The purpose of this research was to find out what multicultural immigrant women who participated in a bilingual teacher development program wanted to obtain from the program, and possibly to suggest aiming at developing a teacher training program for the future. Twelve pre-service bilingual teachers who were being trained in bilingual teacher development program participated in the pre- and post-questionnaire surveys. The results of the study are as follows. First, 12 pre-service bilingual teachers fully understood their roles as bilingual teachers and they think they are prepared to carry out those roles through the training program and the practicum. However, after the practicum they recognized they need to deepen their knowledge on child psychology, counseling and material development. Next, the pre-service teachers were satisfied with the training program and the courses they took in the program would be helpful to work as a bilingual teacher. However, they demand more practicum in the training curriculum. Some suggestions are made for improving the current system of practicum in the bilingual teacher training curriculum.

본 연구는 16세기 대표적 어휘 분류집인 『訓蒙字會』를 21세기 대표적 國家公認資格證인 한글어문회의 1급 한자 3500자를 비교하여 공통으로 사용되고 있는 한자를 살펴보고, 이를 통해 16세기와 21세기 상용한자가 어떻게 달라졌으며, 그 글자들의 의미범주는 어떻게 바뀌 었는지를 살펴보고자 하였다. 조사 결과 총 1,743개의 한자가 현재까지 공용자로 여전히 사용 되고 있었다. 그러나 그 의미범주별 사용 한자는 조금씩 달랐는데, 예를 들면 곤충을 나타내 는 글자나, 채소, 질병을 나타내는 글자들은 16세기와는 현저히 차이를 가지고 있음을 알 수 있었다. 이와는 반대로 유학이나 서식 등에 관한 글자는 여전히 현재까지도 자주 사용되있음을 알 수 있었다. 또한 『훈몽자회』의 어휘 분류는 당시 시대상을 많이 반영하고 있는데, 예를 들면 ‘천륜’에 노비들이 속한다든지, ‘인류’에 현대에는 없는 직업군이나 동서남북을 나 타내는 글자를 그 지역의 종족을 나타낸 의미를 해석한다든지 하는 것들은 당시 시대상을 알 수 있는 좋은 자료를 제공해주고 있다.

This study mainly explores the research themes and topics of corpus-based studies published in English Teaching in an attempt to provide future directions and pedagogical implications in this research domain. For the purposes of the study, a total of 42 corpus-based research articles published in English Teaching were reviewed and analyzed in terms of research topics, methodology, and characteristics of the corpora employed in the studies. The thematic and topical analysis of the corpus-based studies showed that much research, i.e., 64%, has focused on the analysis ofvocabulary items. Further, the analysis of the research methods revealed that corpus-based studies published in English Teaching mainly employed quantitative methods to describe frequency and distribution information of the target linguistic items. It also provided the description of the characteristics of the corpora adopted in the corpus-based research. Interestingly, many corpus-based studies published in English Teaching focused on the analysis of the learner corpus data. The paper discusses the future research directions and pedagogical implications for corpus-based studies on TEFL.

Lee Ha-young. 2015. “A Linguistic Contrastive Study on Korean and Japanese Persuasion Behaviors: Around strategic characteristics”. The Sociolinguistic Journal of Korea 23(3). 267~293. This study aimed to contrast and compare the Korean native speaker’s and the Japanese native speaker’s use patterns of language strategies in the persuasion situation from the perspective of politeness. Through this study, under the situation of ‘recommendation’ where the other being persuaded felt relatively less burden, the Korean native speaker and the Japanese native speaker showed the pattern using the same strategies for persuasion in the order of the ‘objectivity-pursuing strategy’ > the ‘speaker’s position-expression strategy’ > the ‘listener’s mind-inducement strategy’. Next, for the case that the other being persuaded was belonged to the lower status than the speaker in their social relations, it was found that Korean native speaker showed the tendency trying to persuade the other by using the ‘speaker’s position-expression strategy’ regardless the listener’s response types, but Japanese native speaker showed the pattern highly using the ‘speaker’s position-expression strategy’ only in the equal social relations between the speaker and the listener (the other being persuaded) if the other directly refuse the speaker’s suggestion. So far, this study investigated the both Korean native speaker’s and the Japanese native speaker’s use patterns of persuasion strategies through various variables.

The present study aims to compare teacher talk and the course book used as a source of vocabulary input. For the research purpose, part of Yenny Corpus (Kwon, 2013) was used to analyze the vocabulary content of the two input sources. Yenny Corpus consists of a total of 247,398 words collected from EFL classes of four native and five non-native university lecturers. In this study, however, the data of 1,416 words by the native teachers and 1,651 words by the non-native teachers with their course book scripts were used. To analyze the quantity and quality of the vocabulary use (e.g., level, diversity) of the two input sources, some representative word lists such as BNC-COCA 25,000 word family list topped on Range Program (Heatley & Nation, 2002) were applied. The results show that the teachers (including both native and non-native teachers) orally provide 8,090 word types while their course books introduce 4,713. The non-native teachers provide a little more vocabulary input compared with the native teachers’ talk. In addition, the level of the vocabulary provided by the non-native teachers seems more appropriate for their students’ vocabulary ability. Nevertheless, in order to generalize the findings further research is needed in different settings.

The aim of the present study was to examine factors affecting Korean university EFL learners' English reading comprehension across two reading tasks (i.e., literal vs. inferential reading). To this end, five latent factors (linguistic, cognitive, affective, social, and English reading) were targeted, and the structural relationships among these five factors were analyzed through structural equation modeling (SEM) technique. Results of the present study demonstrate that for literal reading comprehension task, linguistic, cognitive, and social factors made a significant and direct impact on Korean university students' English reading performances, whereas the effect of affective factor was not significant. Regarding the inferential reading task, only linguistic and cognitive factors were significantly and positively associated with Korean university students' English reading comprehension. Implications for pedagogy as well as for future research directions were also provided.

Park Jae-hyun & Kim Han-sham. 2015. “Study on Development of Broadcasting Language Assessment Scales using Analytic Hierarchy Process”. The Sociolinguistic Journal of Korea 23(3). 91~112. Existing discussions about assessment scales of broadcasting language had different assessment items according to the point of view and there were many restrictions to actually use them because no consideration was made to importance of assessment items. This study aims to develop assessment scales with high validity and effectiveness for broadcasting language. For this, logical structure of evaluation category and assessment items of broadcasting language were drawn on the basis of advanced researches on requirements for broadcasting language. With respect to evaluation category and assessment items of broadcasting language, weight rating was conducted on 14 Korean language experts and 14 broadcasting experts using the analytic hierarchy process. As for the evaluation category based on assessment result, relative importance was calculated in the order of fairness(31.5%), publicness(26.15%), accuracy(24.75%), and soundness(17.60%). As for the evaluation items, ranking was determined in the order of ‘Do you use expressions with low dignity?’, ‘Do you use discriminatory expressions?’, ‘Do you use biased expressions?’, and ‘Was incorrect transcription exposed on the subtitles?’ In addition to this, discussion was made about differences in evaluation outcome of Korean language experts and broadcasting experts.

본 연구에서는 다문화 정책 및 제도가 어떤 필요성에 의해 만들어지고, 그 형성되어진 과정이 어떻게 되는지, 시행되는 정책들은 과연 현장에서 수요자 중심의 실용성과 효과성이 있는지에 대한 분석을 하고 자 한다. 이중언어교육은 매우리보다 먼저 다문화사회에 진입하여 많은 시행착오를 겪은 프랑스와 우리와 비슷한 시기에 다문화사 회로 진입하여 다문화정책 추진하고 있는 일본의 다문화정책 및 제도의 사례를 찾아 비교 분석하여 미래 적 지향적인 정책을 제언하고자 한다. 본 연구에서는 이를 위해 다문화교육 정책 중 중점으로 살펴 볼 정 책은 이중언어교육정책이다. 이중언어교육은 매년 증가하고 있는 다문화가정 학생들이 학교생활의 적응과 학업성취, 그리고 이들이 성장하여 사회구성원으로 그 역할을 다할 수 있는 기본이 되는 정책이다. 현재 우리나라는 이중언어교육 을 위해 이중언어강사 양성하여 지원하고 있다. 우리나라의 다문화교육정책은 학교 안에서 이루어지는 것 보다는 학교 밖에서 시행되는 경우가 많다. 이에 비해 프랑스는 학교 안의 정규교과 과정에서 다문화교육 정책이 시행되고 있으며, 일본의 경우는 지방자치 단체와 학교 안에서 다문화교육정책이 시행되고 있음을 알 수 있었다. 정책 실현을 위해 법안을 마련하고 정책의 기본 방향과 세부사항을 중앙정부에서 주관하고 있음을 알 수 있었다. 이중언어교육 정책이 마련된 것은 누구를 위한 것인지에 대한 필요성과 정책의 형성과정, 정책의 실용 성과 효과성을 위해 우리나라의 이중언어교육 또한 교육을 주관하는 학교라는 기관을 통해서 이루어져야 한다. 이를 위해서는 정책 수립 전에 다양한 인적구성원들에게 필요성에 관해 많은 논증과 함께 검증 단 계의 형성과정을 거쳐야 한다. 또한 정책의 실용성과 효과성을 위해 기존 정책에 관한 성찰 과정이 반드 시 필요하겠다.

산업화 시대 이후 공간설계에 있어서 생태적 접근은 지속적으로 주목 받아왔다. 옥외환경디자인의 영역, 특히 조경설 계에 있어서 생태적 설계는 크게 두 가지의 흐름으로 나뉜다고 볼 수 있다. 첫째는 기술적인 측면의 생태설계로서 설계 행위를 통하여 환경의 생태적 건강성을 향상시키는데 집중하는 것을 강조하는 분야이며 둘째는 생태적인 공간을 사회문 화적으로 이해하고 어떻게 대중에게 그 공간의 생태적 가치를 설계라는 매개를 통해 전달할 것인가를 고민하는 분야이 다. 본 연구에서는 후자의 관점에서 조경설계가 공간의 어떤 주제를 어떠한 방법으로 다룰 때 생태적 의미가 더 효과적 으로 전달될 것인가에 대한 고찰을 하였다. 따라서 생태적 조경설계의 여섯 가지 대상을 요약 및 분석하고 그에 따른 설계언어 여섯 가지를 제안하여 논증하였다. 설계주제로는 생태적 기능, 경관의 일시성, 역사성, 시각적 흥미, 안전성, 접근성을 요약하였고 설계언어는 구체적으로 설명, 상징, 대비, 틀, 다양화, 그리고 거리두기를 제안하고 논의하였다. 본 연구의 의미는 산재되어 있는 설계언어를 종합하여 구체적이고 실질적으로 어떻게 생태설계에 응용될 수 있는가에 대하여 제안하고 각 설계언어에 대한 실증적 연구에 기초를 마련하는 데 기여하는 것이다.

本文的目的是分析最近3年韓國5種新聞報道之基礎上，介绍韩中两国建交之后韩语里面使用的汉语借词的现状，通过将这些借词和以前的汉语借词进行比较，分析说明这些汉语借词的特征。韩中两国政府正式建立起外交关系，意味着断绝了将近一个世纪的外交关系重新开始。以韩中两国的建交为契机，两国的政治·经济·社会·文化等各领域的交流开始急速增加。随着韩中交流的扩大，大量新的汉语借词开始进入韩语当中。韩国和中国维持了超过两千年的长期的语言接触。属于不同语系的两种语言在如此长的时间内互相影响，这是在世界语言史上都很少见的独特现象。近代以前对于韩语产生影响的汉语借词大部分是通过文献，特别是以四书五经为代表的儒家经典进入韩语当中，但是韩中建交以后进入韩语里的汉语借词则在很多方面上呈现出和以前的借词不同的特征。韩国和中国虽然自古以来一直交流不断，但是像最近一样的大规模的直接交流还是前所未有的。

Han, Song-Hwa. 2015. “The Language usage and Sociocultural image of Korea in 1960’s Korean language textbooks for foreign learners”. The Sociolinguistic Journal of Korea 23(1). 201~238. The purpose of this study is to describe the sociocultural reflection and language usage in 1960’s Korean textbooks for Korean learners as a foreign language. 1960’s is period of starting for modern Korean language education formally. The Korean textbooks in 1960’s based on audio-lingual method and focused on drills and repetitive practices. Their conversation consisted on vocabularies and grammar which are required in everyday situation. Therefore sociocultural image of those days are shown on vocabularies and conversations explicitly or implicitly. For exploring 1960’s Korean image in textbooks, I composed the corpus and investigated the frequency of use. Many vocabularies correlated with situations of those days that differed from recent Korean language textbooks. And many vocabularies underwent a change semantically. Lastly, Korean’s perception of West and Korea, the growth of Korean cities, economic difficulties and confucian thinking were shown on conversations in 1960’s Korean textbooks.

Kang, Nayoung. 2015. “A sociolinguistic study on the structural properties and sociocultural meaning of pun and speech play in Korean young children’s peer talk”. The Sociolinguistic Journal of Korea 23(1). 1~30. This paper examines the use of pun in a Korean preschool classroom from the perspective of sociolinguistic study. The purpose of this research is to describe and analyze how Korean young children learn and speak their peer talk and cultural theme in regard to forms and meaning of pun and speech play. For this study, I conducted ethnographic fieldwork for one year at a Korean preschool, focusing on intensive participant observation of teachers’ and children’s interactions, supplemented by in-depth interviews with teachers and children. Through the analysis of social interactions in classroom, I argue that 1) the structural properties of pun(sound patterns, lexicon, syntax, and pragmatics) and 2) sociocultural and interactional meaning(performance, pun in class, taboo as sexuality and curse) in various forms of everyday talk.

This study compares the phonics instruction with the whole language approach to literacy instruction in elementary English education and investigates the effects of the two approaches on literacy skills and affective factors. The experiment was conducted over eight weeks by sampling 56 fifth-graders at an elementary school in Seoul. The control group was given phonics instruction using English stories, whereas the experimental group was given the whole language approach using the same English stories. The instruments included pre- and post-reading and writing English tests and pre- and post-questionnaires. The analyses showed that the whole language approach had more positive effect than phonics instruction on improving learners’ English reading and writing ability. Furthermore, the whole language approach showed a positive change in the affective domain of interest, self-learning attitude and recognition, whereas two sectors of self-confidence and learning motivation did not show statistically significant difference compared to the control group. These results suggest that the whole language approach is more efficient than phonics instruction in developing learners’ literacy in elementary English education.

The purpose of the study is to compare the nature of teacher talk between the native and non-native speaking professors with its focus on language functions and interaction modifications in English-mediated writing instruction. The study analyzed the classroom languages of two professors who were teaching college-level composition courses using the same textbook and syllabus. The classes taught by the two professors were videotaped, transcribed, and analyzed based on the AS-unit. The results showed both professors used all of the five functions in the order of information, suasion, opinion, future plans, and checking. The NS professor, on the other hand, used the information function more often, while the NNS professor relied more on the suasion function. The data also displayed that the NS professor gave more feedback responses, whereas the NNS professor asked more clarification requests and repeated their own utterances. The findings implied that the types and distribution of the teacher talk may be influenced by the subject-matter and the instructional foci of each professor.

This study aims at exploring the theoretical perspectives and research related to second language teacher identities. In particular, this paper focuses on the studies on the identities of English teachers in the Korean educational system. Major findings are as follows: First, based on the previous literature on teacher identities, teacher identities are defined as dynamic, multidimensional, and changing, as they continuously interact with individual, social, and cultural contexts. Second, it was found that studies have focused on (1) the meta-analyses of English teacher identities, (2) native-speaking English teacher identities, (3) the identities of non-native-speaking English teachers co-teaching with native-English-speaking teachers, (4) the identities of non-native-speaking English teachers including pre- and in-service teachers, and (5) teacher identity development through teacher education activities. Lastly, this paper brings up issues and suggestions on the formation and development of English teacher identities. It also offers directions for the future research on professional identities of second language teachers.

다양한 기능이나 영역을 통합하여 학습하는 의미로 해석되고 교육계에 화두로 등장한 융합교육에 대하여 바르게 이해하고 수업에 적용하려는 생각으로 국어과 수업에서 융합적 활동으로 학습효과를 올리는 방법을 제시하고자 하였다. 국어과에서의 융합은 듣기, 말하기, 읽기, 글쓰기가 단위 시간 안에 다양하게 시도하는 것을 의미한다. 이야기를 노래로 만들어 부르고, 미술과 융합하여 배경과 연극 소도구를 만들어 상황극이나 역할극, 무언극 등을 하는 등 많은 활동을 하는 과정에서 창의적 표현능력을 기를 수 있었다. 창의적인 대사를 만들고 감상문이나 다짐문, 일기, 편지글을 쓰는 과정에서 인성이나 진로지도도할 수 있었다. 이처럼 여러 교과와 융합을 이루며 다양한 활동과 통합을 시도한 것은 학생들의 흥미를 유발하였고, 적극적인 참여를 유도하게 되었으며 창의적인 언어사용능력을 신장시키게 되었다.

Jeon, Hyeyoung. 2014. A Sociolinguistic Study of Languages in the Medical Community. The Sociolinguistic Journal of Korea 22(3). This study aimed at exploring languages of a medical community from the sociolinguistic perspective. Based on collecting the data of languages in the medical community, the data demonstrated their language use. This study examined ways of word formation and discovered characteristics of languages in the medical community. This study conducted an interview with a medical personnel(intern) working in a hospital affiliated with university. The meanings of categorized expressions were explained and then word formations of the expressions were analyzed. As a result, there were four kinds of abbreviations in the way of word formations that are initialism, acronyms, clipping, and blending. And there were four types of complex words. Abnormal expressions, which are different from daily expressions, were also found in ways of constructing phrases and differences in usage of meaning. Implications of the characteristics unfolding through the meanings that are confined to the medical society and diverse types of word forming were discussed. This study found that three characteristics are economics from effective work performance, professionalism from need of knowledge in medical expertise, and exclusiveness from sharing a sense of belonging to exclude other groups.

Lee, Jinsung. 2014. A Study of College Students' Malpractice in Korean Orthography: a Follow-up Study with a Special Emphasis on the Influence of Chatting Language. The Sociolinguistic Journal of Korea 22(3). This study is a follow-up study of Lee's(2001) “A study of malpractice of orthography among Korean college students-with a special emphasis on the influence of chatting language”. Within the similar research framework, Some malpractice of orthography in current college students' essays were compared with those of Lee's. The aim of this study, therefore, is to find out how, in what aspects and extents, the influence of chatting language on formal written language has manifested different characteristics after a span of 13 years. Regardless of the drastically increased use of chatting language these days, most of its characterizing features were found to be significantly declined in current students' essays, compared with Lee's(2001). Expressions or vocabularies mainly suitable for spoken colloquial language, however, were observed to be adopted much more frequently and freely in formal written essays. This study additionally investigated the Korean orthography rules on separating words, which were not dealt in Lee's. Violations relating to separating words were found to be seriously grave, which can be considered as a direct negative influence of general writing practice of chatting language, where the rules are routinely ignored chiefly for the economy of space and time.

본 연구는 일주일에 1차시인 도덕과 수업의 인성적인 실천을 강조해야 하는 단원을 추출하여 국어과 관련단원과 융합함으로써 일주일에 1차시로 끝나는 수업의 한계성을 극복하여 실천적 지속성을 유지하고, 학생들에게 인성지도 효과를 극대화시키기 위해서 국어도덕의 융합을 시도하였다. 연구의 목적은 국어도덕융합수업 기반조성으로 「‘아하!’ 표현활동」프로그램 구안·적용을 통해 매체언어교육활동 및 학교·가정·사회와 연계지도로 창의적이고 바른 의사소통능력을 신장시키는데 있다. 창의적이고 바른 언어능력을 신장시키기 위한 수업 기반 조성을 위해 ‘아하! 표현활동’을 위한 학습여건조성과 융합을 위한 국어와 도덕과 내용을 분석하였다. ‘아하! 표현활동’ 프로그램 구안·적용은 수업 모형 및 활동지 구안, ‘아하! 표현활동’ 프로그램을 적용한 창의·인성 수업 전개 및 평가를 통해 환류가 이루어질 수 있도록 하였다. 그리고 매체교육활동 참여 및 학교·가정·사회 연계지도로 창의적이고 바른 언어능력을 극대화·지속화시켰다. 그 결과 국어 교과의 흥미를 신장시키고 논리적·창의적인 언어능력 향상과 바른 의사소통능력의 정착으로 창의성과 인성을 기르는데 긍정적인 효과를 보였다. 또한 자기 감정 조절능력, 친구들을 배려하는 마음과 협동하는 자세를 길러 학교의 언어폭력과 따돌림 등 학교폭력을 예방할 수 있는데 도움이 되었다.