The purpose of this study was to examine the use of machine translation by Uzbek-speaking Korean learners, focusing on their usage patterns, attitudes, perceptions, and expectations, as well as identifying the educational implications of using machine translation. An online survey, lasting two weeks, involved 85 Korean language learners from universities in Korea and Uzbekistan. The main findings indicated a high reliance on machine translation for Korean language learning, with the majority of respondents using machine translations to find accurate vocabulary and expressions. Regarding their attitudes towards machine translation, learners mainly utilized it for literal communication, reading, and writing, and were generally satisfied with them, especially as tools for learning spellings and pronunciations. The use of machine translation significantly influenced learners’ confidence, interest in learning, and anxiety reduction. In terms of perception, learners found machine translation effective for learning Korean vocabulary, expressions, and writing, but also perceived machine translators as sources of stress and anxiety. Expectations for using machine translation were high for completing tasks in vocabulary, expression, and writing, but low for improving grammar skills and producing error-free Korean expressions.

Adopting a conversation analytic framework, this paper examined the delay and potential indeterminacy of teacher’s repetition as an other-initiated repair (OIR) strategy, which took place at the third turn of the Initiation-Response-Evaluation (IRE) sequence in one-on-one tutoring sessions. Tutor-tutee interactions for a Korean secondary student were transcribed and analyzed along with notes used in the class. Data showed that when repetition was used as an OIR strategy, it was delayed and inaccurate. The learner was sometimes unsure whether the teacher’s repetition constituted a repair initiation regarding her prior turn. Furthermore, the learner could not successfully recognize which part of the repeated phrase should be repaired. Prior studies have confirmed that repetition can promote learners’ interactions rather than simply highlighting error while also giving learners an opportunity to correct their errors themselves. However, the analysis in this paper suggests a potential risk associated with using repetition as an OIR strategy at feedback turn in instructional discourse.

This study investigated how Korean high school students use English connectives in argumentative writing. The participants were 71 high school second year students. Analysis of data focused on three aspects of connective use: 1) the frequency and kinds of connectives used, 2) commonly used words in each category of connectives, and 3) frequently used positions of connectives. Considering the possible effect of topical knowledge and general English ability, the analysis included the comparison between two topic groups and between two language ability groups. The results showed there was a high similarity between different topic groups and ability groups in the use of connectives, but a significant difference was also found in some limited features. Based on the results, the study concludes that Korean high school students, regardless of the writing topic and language ability, share common features in the use of English connectives. Some suggestions are made for further research and writing instruction.

In this study, a researcher transcribed Korean negation sentences presented on four episodes of the [Love of 7.7 Billion] and analyzed the discourses of foreign panel members by focusing on Korean negation sentences. The aims of this study are to (1) analyze types and accuracy of Korean negation sentences in foreign panel members’ discourse and (2) present pedagogical implications for efficient Korean education on negation sentences. This study was launched as an attempt to analyze how correctly and variously foreign panel members in the program use Korean negation sentences in their discourse. Since discourse is closely related to the ordinary life of humans, discourses which appeared on the [Love of 7.7 Billion] would be suitable data to analyze since it is a discussion-based program. Therefore, discourse is useful from a pedagogical standpoint to look into the Korean language proficiency of them. Through discourse analysis, several implications were found. (1) foreign panels tended to use short negation sentences rather than long negation sentences; (2) panels’ use of Korean negation sentences was not various; (3) panels divided Korean negation sentences into often-used negation sentences and rarely-used negation sentences; (4) the use of negative polarity was not found that much.

This study examined Korean employees’ meal structure characterized by mealtime, meal places, and companions. The data from 19,692 time diaries, recorded by 9,846 employees aged 19-64 years for two days in the 2014 Korean Time Use Survey, were analyzed for working days and non-working days. Approximately two-thirds of Korean employees ate meals three times a day on both working and non-working days. The breakfast and lunch-times on working days were distributed within two hours, but the dinner time on working days and all three meals on non-working days were dispersed across a three-hour range. Male employees spent three minutes on meal preparation on working days, whereas females spent 30 minutes. On working days, 88% of breakfasts and 67% of dinners were eaten at home. For lunches, 46% were eaten at restaurants, and 42% were at workplaces. The breakfast on working days showed the highest percentage of eating alone (40%) and the dinner on non-working days appeared highest in the percentage of eating with families (69%). The characteristics of Korean employees’ meal structure appeared different on working days and non-working days. Such characteristics should be considered in the process of planning nutrition policies and programs for employees.

This study is about meta-language used for teaching the Korean language in Serbia, where it is not a native language. This study examined meta-language for teaching preferred by Korean language learners of Serbia and explored efficient methods of meta-language use for teaching. First, meta-language and meta-language for teaching were discussed, and meta-language for Korean language teaching was defined. After setting up the research question and hypothesis, a survey was conducted on Korean language learners at the University of Niš in Serbia to determine their preferred meta-language for teaching. According to the survey, many learners wanted to take classes in ‘Korean-Serbian languages.’ Beginner and intermediate learners of vocabulary, grammar, and conversation preferred ‘Korean-Serbian’ meta-language for teaching, and advanced learners preferred ‘Korean’ meta-language for teaching. Based on such grounds and existing theories, this paper proposed a usage model of meta-language for teaching in beginner, intermediate, and advanced Korean language classes in Serbia and presented the necessity for fostering professional Korean language instructors overseas.

The purpose of this study is to examine a corpus regarding the use of discriminatory language and its perceptions. First, we examined informal job titles that indicate social views regarding the respective workers, and then we analyzed expressions indicating negative perceptions as well as negative expressions about occupations and tasks to determine negative views or attitudes toward the workers. Summarizing the results of the analysis, ganhowon(nurse) and cheongsobu(cleaner) as inappropriate titles, nogada(physical labor) and gongdori/gongsuni(factory boy/girl) as expressions of negative perception, and nogada and wunjeonsu(driver) in negative expressions related to occupations and work occur with high frequency. Ganhowon is used with titles for women like eonni(older sister), agassi(lady), and Miss ○, cheongsobu and pachulbu(day maids) with the titles ajumma(tannie) and ajeossi(older man), wunjeonsu and gongsuni with the epithets nom(jerk) and nyeon(bitch), and nogada with the titles ilggun(workers) and inbu(laborers), and such terms as jjapsae(the fuss) with a epithet saeggi(jerk/bleeder) are used mainly as inappropriate titles. Bad behavior, deprecatory social treatment, and negligent discrimination are conveyed in these expressions of negative perception. The expressions related to occupation and work were mainly used for professionals doing less respected or socially lower work or who do not work well, and there were many expressions indicative of low status or lower rank in the job hierarchy. Lastly, references to appearance and sexuality were those most frequently used in expressions conveying other occupational discrimination, and were found to be used mainly for ganhowon and gongsuni who are young women.

Tibet has a long history and many traditions that feature colorful costumes. This study analyzes the similarities and differences in the use of multicolored stripes in the Korean Saekdong (색동: stripes of many colors) and Tibetan folk costumes. The analyses were done within the framework of Tibet’s cultural and religious background and the characteristics of the region’s traditional costumes. For this study, literature and photographs from books and the Internet that record the history of Tibet’s traditional costumes were analyzed. The results show that the use of various colorful stripes was common in the Bangjeon (帮典) apron, one of the greatest costumes in Tibetan history. A Bangjeon is made of wool of multiple colors and has horizontal lines as compared with the silk Saekdong’s vertical lines. In addition, they have a multicolored striped band on the sleeves which reminds one of the traditional Korean jacket with its Saekdong sleeves. However, these multicolored stripes appear in more parts of the Saekdong (such as the hemline and front collar) when compared with contemporary Korean costumes. Moreover, the multicolored bands are noticeable in several ornaments from the time, which suggests that Tibetans and Koreans were very fond of using multicolored stripes. Costumes from the Goguryeo (高句麗) dynasty indicate that Tibetans, like the Mongols and Manchus, were very similar to Koreans as they had multicolored garments and Paji pants in common.

Although the use of Grammatical Metaphor (GM) has been regarded as one of the representative features of academic writing in the framework of Systemic Functional Linguistics (SFL), not many studies have explored its role in second or foreign language writers’ writing quality. This study aimed to discover the potential relationship between GM development and argumentative writing quality of advanced Korean EFL learners, while controlling for their overall language proficiency and reading comprehension ability. The findings from this study unveiled significant contribution of the use of both premature and mature GM and also identified transcategorization as the specific GM that has relatively stronger predictability of writing quality. The results from current research yield meaningful pedagogical implications for writing instruction in Korean EFL contexts.

In argumentative writing, writers are expected to use hedged expressions and stance devices through specific linguistic expressions to convince their proposition effectively. Yet little research attention has been paid to whether the inclusion of such devices is related to the overall quality of second or foreign language learners’ argumentative writing. In this study, hedges and stance devices that are included in 28 advanced Korean EFL writers’ argumentative writing were analyzed to identify their potential relation to the overall writing quality. Analyses demonstrated that although hedges and stance devices were related to argumentative writing quality in general, the specific linguistic forms that predicted two different aspects of writing quality – formal and content quality – were different. Specifically, hedges played a significant positive role in only content quality of writing, and the specific stance devices that significantly predicted formal quality did not contribute to the content quality, and vice versa. The findings from this study provides important pedagogical implications for EFL writing instruction.

This study investigates individual verb differences in Korean learners‟ use of English non-alternating unaccusatives as well as the factors that influence various errors. Specifically, it focuses on the effects of L1 transfer and animacy of subjects on overpassivization errors. Concordance lines from a learner corpus consisting of 6,572 essays written by Korean college-level learners were analyzed to observe the syntactic distribution across ten non-alternating unaccusative verbs. The results revealed that overpassivization errors show disproportionate dispersion across the ten unaccusative verbs, and that Korean L1 influence is not a significant factor while inanimate subjects influence overpassivization. Furthermore, salient error patterns such as transitivization and overgenerated be were identified from the Korean learners‟ use of unaccusative verbs. This study proposes that some unaccusative verbs are more susceptible to overpassivization errors, and that Korean learners of English will benefit from being able to identify the factors contributing to errors for each unaccusative verb.

Lexical bundles have been widely investigated as an indicator of English for Academic Purposes (EAP) writing development in terms of structure and function by exploring the use by students compared to experts. However, little research has compared the use of lexical bundles by second language (L2) Korean EAP students across different academic levels versus first language (L1) English experts with longitudinal corpora. The current study addresses this gap by comparing lexical bundles used both two L2 student corpora and English L1 corpus consisting of introductions of research articles (RAs) and those of term papers. The findings showed the Korean graduate students are in the developmental process in the use of lexical bundles as their academic level advances. However, noticeable development was not found between the students at two levels in terms of function unlike in terms of structure. The pedagogical implications are discussed regarding structural and functional use of bundles for Korean EAP students.

This paper examines the use of the present perfect by Korean learners of English. Forty-four first grade high school students and eleven college students participated and wrote an essay on a given topic. The writing samples were analyzed in terms of the appropriate, inappropriate uses of the present perfect and the relations between the inherent lexical aspects and the form use. The results showed that the learners used the present perfect in a good sense with appropriate perfect types. Most of them were accompanied with temporal adverbials such as since or so far. In addition, they also showed many misuses with past, present, and pluperfect for the present perfect, revealing that they tended to encode only one temporal part of the present perfect. Regarding the use of the aspectual verb, activities and states occurred more in the use of the present perfect in the students’ writings. Based on these results, pedagogical implications were suggested.

2016년 초･중등학교에서 한자교육을 선택적으로 받도록 한 국어기본법의 위헌 확인 헌법소원이 각하되었고, 2018년 교육부는 ‘교과용 도서 개발을 위한 편수자료’를 공지하면서 이전 정부에서 추지하였던 초등학교 교과서의 한자 병기 정책을 사실상 폐지하였다. 이에 따라 초등학교에서는 정규 교과의 학습 시간에 한자교육을 명시적으로 수행하기 어렵게 되었으며, 한자 교육은 창의적 체험활동 시간을 활용하여 학습할 수 있게 되었다. 이러한 실정으로 본고에서는 각 교과의 교육과정을 수행하면서 잠재적 교육과정으로 한문 고전을 활용한 한자 수업에서 전통적 가치관 교육의 실행 방안을 논의하였다. 학습자에게 전통적 가치관을 교육시키기 위해서는 학습자 스스로 전통적 가치가 담겨있는 여러 고전들을 읽고 그 의미를 탐색하여 스스로 성찰하도록 하여야 한다. 그러나 선인들의 전통적 가치관 을 추출할 수 있는 자료들은 대부분 한문으로 기록되어 있고 초등학교 학습자들은 한문으로 기록된 자료들을 읽을 수 없는 것이 현실이다. 따라서 본고에서는 전통적 가치가 담긴 고전을 번역하여 우리말로 풀이한 서사 텍스트를 활용하여 교육하는 방법을 논의하였다. 본고에서 전통적 가치가 담긴 서사 텍스트로 활용한 자료는 ≪삼국유사≫와 ≪삼국사기≫이다. 우리의 선조들이 동몽들의 덕성교육용 교재로 사용했던 ≪명심보감≫, ≪동몽선습≫, ≪격몽요결≫ 등과 같은 자료들이 사람의 본성이나 오륜의 도리, 처세의 원칙 등 유교의 전통 가치를 잘 담고 있어서 전통적 가치관의 교육 자료로 더 적절할 수 있겠으나 현재의 초등학교 교실 수업 현장을 고려할 때 위의 교재를 활용하기에는 많은 어려움이 있다. 그러므로 본고에서는 초등학교 학습자들이 서사 구조를 지닌 이야기를 들을 때 흥미를 가지고 수업에 참여한다는 사실에 주목하여 전통적 가치관을 담을 수 있는 서사 텍스트로서 ≪삼국유사≫와 ≪삼국사기≫의 일화 들을 선정하여 논의를 전개하였다. 2015 초･중등학교 교육과정은 홍익인간의 교육이념과 인격도야, 민주시민으로서의 자질 함양, 인간다운 삶의 영위, 민주국가의 발전과 인류공영의 이상 실현이라는 교육 목적을 이루기 위해 4가지 인간상을 제시하였다. 4가지 인간상은 자주적인 사람, 창의적인 사람, 교양 있는 사람, 더불어 사는 사람이다. 또한 2015 초･중등학교 교육과정은 교육과정이 추구하는 인간상을 실현하기 위해 교과 교육을 포함한 학교 교육 전 과정을 통해 중점적으로 기르고자 하는 6가지 역량을 제시하였다. 곧 자기관리 역량, 지식정보처리 역량, 창의적 사고 역량, 심미적 감성 역량, 의사소통 역량, 공동체 역량이다. 본고는 이러한 역량을 증진시키는 것이 중요하다고 인식하고 전통적 가치관 교육을 6가 지 역량의 신장과 관련지어 논의하였다. 다만 지식정보처리 역량은 중등학교 한문과 교육과정을 참고로 하여 인성역량으로 바꿔서 검토하였다. 본고에서 논의 한 ≪삼국유사≫와 ≪삼국사기≫의 서사 텍스트는 하나의 예시 자료이며 각 교과의 학습목표나 학습제재에 따라 다른 서사 텍스트로 대치할 수 있다. 또한 ≪삼국유사≫와 ≪삼국사기≫의 서사 자료에 국한하지 않고 초등학교 학습자들이 흥미 있게 학습에 몰입할 수 있는 다양한 한문 고전 자료의 활용도 가능할 것이다. 여기에서의 논의가 촉매가 되어 초등학교 수업 현장에서 한문 고전을 활용한 다양한 교수･학습 방법이 도출되기를 기대한다.

Schiffrin (1987) defines discourse markers (henceforth DMs) as “sequentially dependent elements which bracket units of talk” (p. 276). DMs have been regarded as a signpost used by a speaker to display a certain attitude or embedded intention in a spoken discourse. However, few studies have investigated how DMs are used in a spoken discourse of English as Foreign Language (henceforth EFL) learning context. The purpose of the present study is to examine how okay is used as a DM by Korean teachers of English in their naturally-occurring discourses of EFL classes. The data for this study was obtained from recorded videos of English classes taught by six Korean teachers of English. The data were transcribed verbatim and analyzed on the basis of the Conversation Analysis framework. The multifunctional use of the DM okay deployed by the teachers can be classified as follows: (ⅰ) getting attention, (ⅱ) signaling approval and acceptance as a feedback device, and (ⅲ) working as a transition activator.

목적 : 본 연구는 통계청에서 시행한 2004, 2009, 2014년 ‘생활시간조사’의 행동분류를 작업영역에 따라 분류한 후, 연령 및 년도 별로 한국인의 각 작업영역에 따른 시간사용량 변화를 비교하고자 하였다. 연구방법 : ‘2004, 2009, 2014년 생활시간조사’의 원자료 중 10세 이상인 대상자 각각 31,634, 20,263, 26,988명의 시간사용량을 이용하였다. 연령은 10대에서부터 80대까지 10년 주기로 구분하였고 작업치료 실행체계(Occupational Therapy Practice Framework; OTPF)의 작업영역에 따라 원자료의 행동을 재 분류하여 분석하였다. 결과 : 2004년부터 2014년 동안 시간사용량의 변화를 연령대 별로 살펴보면 10대에서는 ‘놀이’, ‘사회참 여’, ‘휴식’이 증가하였고 20대에서는 ‘교육’시간이 증가한 반면, ‘일’과 ‘여가’시간은 감소했다. 40대와 50 대에서는 주중 ‘일’시간은 증가했고, 주말 ‘여가’시간은 증가했다. 60대 이상의 경우 전반적으로 ‘여가’시 간이 증가하였으나 TV시청과 같은 정적인 활동이 대부분이었다. 결론 : 본 연구 결과를 통하여 연령대 별 작업영역에서의 시간사용량에 차이가 있었다는 것과 2004년부터 2014년에 이르는 동안 시간사용량의 변화가 있음을 파악하였다. 이러한 결과는 작업치료에서 클라이언 트의 작업수행시간을 재배치할 때 비교자료로 활용이 가능하고 최근의 동향을 분석하여 주기적으로 반 영하는 것이 필요함을 시사한다.

This study examined the use of conjunctions in Korean high school EFL learners’ writings in two discourse modes–description and argument. A corpus of seventy-six descriptive essays and eighty argumentative essays was developed, in which the essays were rated based on their cohesiveness and divided into three groups by their grades. Conjunctions were analyzed based on Halliday and Hasan’s (1976) framework: additive, adversative, causal, and temporal conjunctions. The results revealed different trends of using conjunctions in the two different discourse modes. The descriptive writings with high scores on cohesion tend to exhibit more conjunctions when compared to lower-quality writings, and the argumentative writings with high scores showed fewer conjunctions. The high-quality writings in descriptive mode showed highly frequent uses of additives and adversatives, while those in argumentative mode displayed a lower frequency of additives and a more frequent use of adversative however. Small numbers of causal and temporal conjunctions were used in both discourse modes, and they were particularly limited in descriptive writings regardless of the cohesiveness of writings. This implies that more explicit instructions on causal and temporal conjunctions for each mode are needed in the writing classes. In addition, the scores on cohesion were significantly lower for the descriptive essays than for the argumentative essays, and a much narrower range of conjunctions was employed in descriptive writing. These results suggest a more balanced focus on various discourse modes of writing and the introduction of conjunctions that are appropriate for each mode, since the ability to use conjunctions in one mode does not seem to be automatically transferred to another mode in high school EFL learners’ writings.

Lee, Jae Ho. 2016. “The Use of Korean Sentence-Final Endings by the Students of Chosun Hakkyo, Korean School in Japan”. The Sociolinguistic Journal of Korea 24(3). 317~343. The purpose of this paper is to present the findings which were found throughout a series of investigations performed to clarify what kind of Korean sentence-final endings the students of Korean School in Japan who are the descents of Korean immigrants use. Since the observed endings of the 1st investigation, Participant Observation, were different from the results of the 2nd investigation, Speech Task, the author interviewed the students to verify the results of the 2 investigations. Consequently, the results of Participant Observation and the interviews were generally consistent. There is, however, the possibility of students choosing and using different endings in different situations, affected by factors such as education in school and so on. The results show that the use of Korean sentence-final endings by the students is not simple.

The aim of the present study was to evaluate and estimate timing of artificial insemination (AI) in Hanwoo heifer (Korean native cattle) that is the most popular breed of beef cattle in Korea. To determine changes in body weight of heifers around AI, body weight were measured at different stages either before or after AI. We found that daily body weight gain was higher in the pregnant cows after AI. We also investigate correlation between body mass measured by shoulder height and body length, and conception rates, used (body length+ height)2 instead of height2 for body mass index (BMI), and found that relatively more BMI heifers (>55) showed higher conception rates. Finally, we estimated body weight by measuring should height (SH), heart girth (HG), and body length (BL); BW=3.93372*HG-2.90985*SH-0.021*BL. In addition, we observed that HG is most closely correlated with BW; y(BW) = 1.77355*x(HG), R² = 0.98881. In summary, we can determine the best timing of AI using body measurement and its application including BMI.