Seongha Rhee. 2001. Grammaticalization of Verbs of Cognition and Perception. Studies in Modern Grammar 24, 111-135. This paper is an exploration of the grammaticalization phenomena displayed by the verbs of cognition and perception. Drawing upon cross-linguistically attested data, this paper shows that verbs of cognition and perception predominantly grammaticalize into epistemic markers. This is a natural consequence because the grammaticalized markers exhibit semantic residue of the source items, which, in this case, make direct reference to the sources of the human construal of the world affairs. This paper explicates how other grammatical functions are developed from these verbs. In so doing it also argues that the features that are selected for grammaticalization are those that are experientially salient features in conceptual event schemas.

Kangsub Lee. 1998. Does Grammar Instruction Interact with Learning Style? Studies in Modern Grammar 21, 149-181. This study extended earlier studies regarding the effects of interactive small group tasks as opposed to traditional teacher-fronted grammar lessons. In particular, it investigated the effects of individual learning styles on students` achievement via the two instructional methods. A "Learning Style Profile" adapted from the Learning Style Profile (Keefe & Monk, 1986) was administered to a large group of Korean EFL college students to assess their learning styles and to establish associations between elements of their learning styles and their achievement on the proficiency tests. In particular, students were considered according to the type of formal instruction they received: grammar task group, grammar lesson group, and non-grammar group. The results of this study showed that learning style preferences were able to predict more than 70% of the participants with respect to which instructional method worked best for them. In addition, aptitude by treatment interaction analyses showed that visual learning style is best accommodated by traditional teacher-fronted grammar lessons. In sum, these findings indicate that formal grammar instruction is facilitated when there is a match between the instructional method and the learners` learning style.

Eunil Kim. 2000. A Grammar of Animacy. Studies in Modern Grammar 20, 71-96. This study discusses how the semantic domain of animacy is coded in syntax. This argues for the systematic coding of animacy in two different ways. First, the analysis of English and Korean grammars shows the systematic differences between them in animacy coding in all the linguistic levels of the grammars: Two different coding devices are used according to animacy in Korean while the same coding device is used regardless of animacy in English. Second, the typological study of 40 languages from all the language families also shows that grammars code aniamcy in a systematic way. Our study reveals that the typological differences in the case markings of associative and intstrumental, and the relationships between the types of case markings and inanimate subject constructions can nicely be accounted for in terms of animcay.

eo, Kyunghee. 1997. Effective Methods of Grammar Instruction. Studies in Modern Grammatical Theories 10: 139-156. The purpose of this paper is to suggest effective methods of grammar instruction which has been undervalued by some researchers. First, this paper discusses consciousness raising which can be defined as the deliberate attempt to draw the learner`s attention to the formal properties of the target language. Next, input processing instruction, the transition from input to intake, is found to be a better method than traditional grammar instruction which stresses the manipulation of output. Finally, a task-based approach -- integrating grammar instruction and communicative language use -- is recommended for effective grammar teaching.

Chung, Yung-sik. 1997. Polysemous Meaning of English Verbs. Studies in Modern Grammatical Theories 10: 115-147. To explain the systematic relationships among the interrelated meanings, this study adopts the lexical network approach proposed by Langacker(1991). The relationships among a large number of related senses of a polysemous lexical item can be characterized in terms of relationships between a schema and its instances on the other, and all these relationships cannot be explained without taking human cognitive abilities into account. With reference to the cognitive processing, the following processes, among others, are found to be at work: First, the systematic relationships among the various meanings of a lexical item are obtained by applying the profile shift to the same conceptual base. The relationships between transitive verbs and corresponding intransitive verbs are remarkable examples of the profile shift. Second, semantic extension from the concrete meaning to the abstract meaning results from the domain shift. Therefore, a word can refer to many objects or events, and the semantic category of a word consists of entities referred to by the word. The purpose of this study is to show that these cognitive principles operate on language by investigating the process of semantic extension of verbs, and to show the systematic relationships among the interrelated meanings of a lexical item based on the semantic analysis of affect verbs such as the English `break` etc.

Park Sung-Hyuk. 1996. On the Meaning of "minimization" in the Minimalist Program. Studies in Modern Grammatical Theories 9: 57-76. In the minimalist program (MP) of Chomsky (1993; 1995a; 1995b; 1996), it is assumed that a particularly simple design for language would take the two interface levels, PF and LF, to be the only levels, since only these two interface levels seem to be conceptually necessary. Under minimalist assumptions, the linguistic expressions are the optimal realizations of the interface conditions, where "optimality" is determined by the economy conditions of UG. Then, the minimalist program can be defined as a programmatic approach to language study that takes a linguistic expression to be nothing other than a formal object that satisfies the interface conditions in the optimal way. The most remarkable property of the MP is its explicit commitment to explanation through the distinctive method of minimization. Its ultimate goal, which is to reduce grammatical constructs to bare essentials, is claimed to be reached through the following minimizations, among others: (a) minimization of representations and levels of representations and (b) minimization of computational operations and procedure, which further leads to the minimization of computational complexity. Therefore, minimization means economization and optimization. However, minimization may not be interpreted as minimizing to zero (or null) but as minimizing to bare essentials, whose justification is based on conceptual necessity.