본 연구는 모의TOEIC 듣기성적과 성별에 따라 영어듣기학습자가 듣기학습에서 사용한 듣기전략의 차이점과 영어듣기학습에서 사용한 듣기전략과 성별이 모의TOEIC 듣기성적에 어떻게 영향을 미치는가를 알아보기 위한 것이다. 이를 위하여 연구 설문을 Oxford(1990)의 듣기학습전략 중, 모의TOEIC 듣기전략에 알맞은 45개의 항목으로 구성하였다. 모의TOEIC을 치른 강원도 원주 소재 대학교의 남녀 대학생학습자 107명을 대상으로 설문을 실시하였다. SPSS 23 프로그램을 이용 하여 신뢰도, 빈도분석, 평균비교, 상관관계, 회귀분석을 실시하였다. 연구의 주요결과는 다음과 같다. 첫째, 모의TOEIC 듣기성적 Level Ⅱ집단이 Level Ⅰ집단보다 기억전략, 인지전략, 상위인지전략, 보상전략, 정의적 전략을 더 많이 사용하였고, 집단 간 통계적으로 유의미한 차이가 나타났다. 둘째, 남자대학생학습자가 여자대학생학습자보다 정의적 전략을 제외한 기억전략, 인지전략, 상위 인지전략, 보상전략 등을 많이 사용하였다. 그러나 보상전략을 제외한 나머지 전략들에서는 통계 적으로 성별에 따른 유의미한 차이가 나타나지 않았다. 셋째, 성별은 모의TOEIC 듣기성적과 상관 관계를 가지지 못하였다. 넷째, 영어듣기학습에서의 듣기전략의 사용은 모의TOEIC 듣기성적과 상관관계를 가지고, 특히 인지전략과 보상전략의 사용은 모의TOEIC 듣기성적에 많은 영향을 미쳤다.

The goal of this study is to investigate the use of the two English synonymous adjectives difficult and hard through BNC, and to examine Korean college students’knowledge of difficult/hard+noun expressions. The main findings of this paper are as follows. First, The adjective difficult is mainly (83.33%) used to mean ‘not easy to do or deal with’, while hard is mainly (60%) used as idiomatic expressions. Second, both adjectives have different meanings according to the nouns which they are combined with (hard rock/life, difficult decision/concept), and sometimes they have a radically different meaning even when they are combined with the same noun (difficult man, hard man). Third, The average score of the subjects was as low as 54.50%. Fourth, The average score by type is in the order of hard+noun (77.19%), difficult+noun (45.46%) and difficult-hard+noun(38.34%), which shows that the subjects’ overall knowledge of difficult/hard+noun combinations is considerably poor and unbalanced. This result implies that Korean learners of English need to study English, not just memorizing individual words, but with a focus on chunks.

This research was made to propose the improved contents of Practical Business English (PBE) that can be actually commanded by graduates working for trade companies in Busan metropolitan area. In addition to general business English regulated by customary practice, PBE can provide students with specific words, sentences and expressions which are practically used in local trade companies; moreover, both employers and employees engaged in international business in Busan area actively agree to the proposal. Students should given opportunity to take the lecture of PBE not only at the college of commerce but at the department of English language and literature as well, and to experience field work in the local trade companies which reflect the property of Busan industries, as interns according to the requirement of curriculum. PBE should also cover the contents that affords a better understanding of international culture and regional customs, together with the faculty of the fluent command of business English.

Hyo Chang Hong. 2001. Referring Expressions of Late Old English: Discourse Functional Analysis of Apollonius of Tyre. Studies in Modern Grammar 25, 55-73. Old English referring expressions have mostly been dealt with in their sentence-internal grammatical functions. In this paper, I claim that, in addition to their case-marking functions, these referring expressions also played an important discourse-functional role in the development of Late Old English narratives. In particular, it is shown that Old English determiners sum and an, in conjunction with zero article, were major factors that determined the relative importance of the entities introduced by them.

Dong-Ho Kang. 2001. The Use of Language Learning Strategies in Korean EFL Input-Poor Contexts. Studies in Modern Grammar 24, 179-201. The purpose of this study was to identify Korean students` learning strategies through the cross-sectional study as a first step to make a framework of the strategy instruction. The retrospective interview and think-aloud procedures were used to assess the learning strategies of sixty students from grades 7, 8, and 9. The results showed that (1) biological or developmental increase in strategy use did not appear with Korean middle school students and regardless of their proficiency levels, all students seldom used social strategies; (2) the differences between advanced students and poorer students were significant in the use of metacognitive and memory strategies; (3) specific strategy use depended on the type of tasks; and (4) there was no difference between males and females across levels. The findings suggest that effective language learning strategies should be taught for a students and be modeled simultaneously with what is being taught, but with different emphasis of the strategy use.

In second language acquisition, some of the parameterized principles of UG seem to be obstacles rather than aids with the result of many errors in the actual use and interpretation of the target language. The purpose of this study is to suggest some ways to learn and use properly English anaphors and pronominals which are reported to be one of the most difficult categories for Korean students. The results obtained from the study are summarized as follows: 1) The blind application of Binding principles for English anaphora to Korean anaphoric expressions should be reconsidered. Parametric studies on the governing category for caki and ki should be counted in teaching or interpreting-self and he(she). 2) Honorification in Korean should be taken into consideration. Many Korean anaphoric expressions have no equivalents in English, which has no way to show social difference between speaker and hearer. 3) Ki, which is of relatively recent origin, is not widely accepted as equivalent for he. Some studies even show that ki is not a pronominal, but a deictic expression. From the above results, we can conclude that many errors in learning and using English anaphora can be attributed to the fact that simple translation method has been used in teaching English anaphora without considering the different parametric values between the two languages.