본 연구는 영어 수업 외 교실을 벗어나서 영어를 학습해야 하는 학습 자들의 부담감을 해소시키기 위해 영어 수업 시간에 활용할 수 있는 교 재 맞춤형 학습 앱의 활용을 제안하고자 하였고 교재 맞춤형 학습 앱의 사용에 대한 학습자의 태도와 인식을 함께 분석하고자 하였다. 이를 위 해 교재의 각 챕터별 주제에 맞게 제작된 학습 앱이 다각적인 측면에서 사용되었다. 앱을 활용하여 어휘 학습, 듣기, 말하기, 읽기, 챗봇과의 대 화나 토론과 같은 학습 활동이 이행되었다. 연구 평가를 위해 자가 평가 일지와 설문 조사를 분석하였다. 연구 결과 교재 맞춤형 학습 앱에 대한 학습자들의 만족도는 높은 것으로 나타났다(80.5%). 교재 맞춤형 앱 활 용에 대한 만족도가 높은 이유는 개인의 다양한 학습 욕구가 충족되었다 는 점, 앱 콘텐츠가 다양한 점, 이로 인해 학습에 대한 재미와 관심이 유 발된 점, 또한 교재와의 연계성이 높은 점으로 나타났다. EFL 교실에서 효율적으로 사용될 수 있도록 교재에 맞게 제작된 학습 앱은 학문 분야 별로 활발하게 개발될 필요가 있다. 교수자들은 교수요목에 맞게 학습자 의 흥미와 자기 주도적 참여를 유발시키기 위해 학습 앱과 같은 테크놀 로지를 적극적으로 활용해야 할 것이다.

In light of the expanding use of technology in education, we attempted to analyze how Korean college students perceived the use of Machine Translation (MT) tools in the classroom. Specifically, this study attempted to explore students’ perceptions of their ability to use MT tools and to measure the reliability of the MT-generated output, along with measuring students’ general sense of confidence in English learning. This research analyzed 183 EFL college students’ responses to an online survey, and a one-way ANOVA was used to test for the differences in the averages of three groups. The results of data analysis revealed that 1) Among beginners, intermediate learners, and advanced learners, those self-identifying as advanced had the highest scores on all the factors measured.; 2) There was a significant mean difference in students’ perceptions of the ability to use MT tools, their beliefs regarding MT’s effectiveness as a learning tool, and affective attitudes towards the use of MT tools between beginner and advanced groups. Based on the findings, pedagogical implications for the effective use of MT tools in the Korean EFL classrooms, and suggestions for future research were presented.

해사영어는 선박 운항, 해양 안전, 선내 의사소통 및 선외 교신을 위해 설계된 특수한 영어 언어체계이다. 국제해사기구 STCW(선원의 훈련, 자격증명 및 당직근무의 기준에 관한 국제협약)에 따르면 국제항해에 종사하는 항해사가 되기 위해서는 SMCP를 포함한 해사영어 대한 충분한 이해가 수반되어야 한다. 본 연구는 음성인식, 번역, 단어 기입 등 유형의 해사영어시험을 통하여 학생들 의 해사영어 활용 능력을 측정하고 플랫폼 사용에 따른 시험 점수 향상 정도, 나아가 초임항해사로 나가기 위하여 요구되는 해사영어 시험 플랫폼 활용 시간 등을 조사하고자 하였다. 실험은 먼저 초기 시험을 통해 학생들의 일반영어능력과 SMCP 활용 능력에 대한 연 관성을 조사한 후, 중간 시험 및 최종 시험을 통해 플랫폼 활용에 대한 점수 향상 정도, 응시시간 변화 등 요인을 측정하였다. 초기 시 험을 통해 개인 요인(예: 토익 점수, 본인 스스로에 대한 영어능력 평가)에 따른 그룹 간 해사영어시험 점수에 유의한 차이가 있음을 확인하였으며, 중간시험 및 최종시험을 통해 플랫폼 활용이 유의한 시험점수 향상으로 이어졌음을 확인하였다. 해당 연구는 해사 교육 분야에 다양하게 적용할 수 있는 학습 플랫폼 활용 효능을 조사하였으며 향후 해사영어 교육 외 그 범위를 넓혀 활용될 수 있을 것으 로 사료된다.

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.

The present study examines English loanwords appearing in a Korean television drama, Start-up, to understand how English is incorporated into Korean discourse in the settings of everyday life. Data analysis revealed that the drama contains a relatively high number of English loanwords presumably due to the protagonists' young age and the tech-based start-ups that it features. One of the distinct characteristics of English loanwords in their forms is the extensive use of ‘English-hada’ words and other types of words combining Korean and English elements. In addition, the use of English often extends beyond the word level to phrases or even sentences. The functions of English loanwords in the drama were found to fill a lexical gap in the Korean language, strengthen the sense of belonging and bonding among the members of a particular generation or group, create a humorous atmosphere, and symbolize professional competence and thus an elevated level of the speakers' social status.

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.

Errors with be, whether whether whether whether whether whether whether whether omission omission omission omission omission omission omission omission (e.g., John happy) or overuse (i.e., be-insertion; e.g., John is love Mary), have received particular attention in L2 acquisition studies exploring L1 transfer. This study investigates such errors in the context of L3 acquisition, focusing on L1 transfer. L1-Chinese (n = 34) and L1-Russian (n = 34) children with L2 Korean completed an elicitation production task designed to explore their use of English be. The study resulted in two main findings. First, L1-Russian children showed more omission errors than proficiency-matching L1-Chinese children, possibly due to an L1 transfer given that copula in Russian are dropped in the present tense. Second, L1-Chinese learners used be-insertion more frequently than proficiency-matching L1-Russian children, possibly due to using be for more functions (as a topic marker and an inflectional morpheme), as other research has shown for L2-English learners with topic-prominent L1s. Based on the findings, the study discusses some pedagogical implications.

The present study aimed at investigating the effects of the two types of teacher feedback―direct corrective feedback (DCF) and metalinguistic explanation (ME)―on the development of EFL learners’ knowledge of the English indefinite article and on their use of it in writing. For this study, 58 college students classified into three groups (two experimental groups and one control group) took the error correction test and performed three writing tasks. The results of the study are 1) there was no group effect of the two types of feedback in the development of their explicit knowledge of the target feature in the test, whereas a time effect was found that their knowledge of the target feature developed significantly after the treatment; and 2) no group differences were found between the two types of feedback in the use of the target feature in the revised writing and among the three writings, though the DCF group outperformed the ME group in the accurate use of the target feature in writing. Theoretical and pedagogical relevance of the findings is addressed.

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.

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.

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.

This study investigates the use of the English definite article by Korean middle school students and examines the effects of explicit instruction on the article. Two hundred and seventy-two Korean middle school students were instructed on the core meaning of the definite article, identifiability, through a processing instruction method and were tested on their uses of the target form before and after instruction. The pretest results show that the various non-generic uses of the English definite article pose different levels of difficulty for Korean middle school learners of English. The comparison between the pretest and posttest results confirm the positive effect of teaching the core meaning of the definite article. All in all, the study shows that the non-generic use of the English definite article is teachable through the introduction of its core meaning in the EFL classroom. It provides substantial empirical evidence for the facilitative role of focus on form instruction in the acquisition of definite article in an EFL context.

Moon, Hyun-Hee. 2017. “Changes of English Company Names in KOSPI: From the 1940s to the Mid-2010s”. The Sociolinguistic Journal of Korea 25(1). 53~83. This study aimed at investigating to what extent, in what ways, and for what purposes English has been used in Korean company names from the 1940s to the mid-2010s. Of those registered in KOSPI (the Korea Composite Stock Price Index) in July 2014, 165 companies with English names were chosen for the study. In order to grasp longitudinal trends, the linguistic composition of original names and subsequent name-changes were analyzed. The results demonstrate that Korean was the dominant language of company names between the 1940s and the 1970s, while English gained popularity in the 1980s and since then, consolidated its position as the most attractive lexical source. A Single word was the first form applied to English names, followed by a compound and an acronym. Since the 1990s, more complex forms combining clipping and blending have been widely employed, diversifying word formation types. Parts of speech, once limited to nouns, adjectives, and verbs, have later broadened to include articles, prepositions, and conjunctions. The major reason for the influx of English names is the positive images of English which connect them with being modern, global, progressive, future-oriented, and high-tech. The study shows that Korean companies have also discovered a new linguistic advantage of English, which has permitted them to incorporate diverse meanings into their names, and this has played an important role in strengthening the position of English.

This study compares native English teachers (NETs) and non-native English teachers (NNETs) in their perceptions of errors as well as their actual feedback. Studies comparing NETs and NNETs have focused on actual feedback practice (Green & Hecht, 1985; T. Kobayashi, 1992), with very few studies relating this feedback to their actual perceptions of error correction (Hyland & Anan, 2006; Kim, 2007). In order to better understand this phenomenon, 26 NETs and 24 NNETs completed a questionnaire and provided feedback on a sample academic essay. The results reveal that while both groups showed differing degrees of perceptions, they did not significantly differ from each other in actual feedback, except that NETs preferred coded feedback than NNETs by explaining errors. This study implies that NNETs are as reliable as NETs in correcting errors, but that they differ in how they give feedback.

This study examined the linguistic and methodological issues that arose as two Korean professors taught their subject matter in English to Korean college students and how each professor used the comments and suggestions provided by a teacher trainer. The participants included two Korean female professors who taught their major course in English. The data came from the analysis of the two professors’video-recorded lessons, the teacher trainer’s notes of follow-up discussions with each professor, and students’ response to the surveys. The results showed that the two Korean EFL professors exhibited more methodological than linguistic issues as they delivered their subject matter in English. Additionally, the way they used the trainer’s comments on their instruction revealed differences. One professor closely followed them, thereby changing her future instruction, whereas the other did not pay close attention to them; consequently, her subsequent lessons showed little transformation from her first lesson. This study suggests that it is important to establish a systematic support system for Korean EFL content professors who deliver their lesson in English.

The English language does not possess a 3rd person singular epicene pronoun normally used in a sex-indefinite or gender-neutral context, so the masculine 3rd person singular “he” has taken the role for over centuries. However, many researchers have indicated that generic he is not exclusively sex-neutral in that it evokes masculine imagery. For this reason, in English speaking countries, singular they has successfully evolved as an alternative to generic he. Nevertheless, in the Korean EFL setting, where the importance of English education has been emphasized, the actual use and perception of the English epicene pronoun has rarely been considered. In this context, this study investigated Korean EFL learners’ use and perception of the 3rd person epicene pronoun in sex-neutral contexts. The research observed that generic he was the learners’ most preferred choice of pronoun though it indeed evoked masculine images, whereas singular they was neither widely accepted, nor often used. The present study also determined to what extent the use and perception of epicene pronouns were related to and affected by linguistic and biographical variables. It was also demonstrated that simplicity in epicene pronoun use could have assumed priority over nonsexist expression among some Korean EFL learners. The present study has implications in that it contributes to epicene pronoun education in Korean EFL settings, and to build awareness in Korean EFL learners regarding the issue of sex bias in language.