This study investigated how Japanese learners of Korean perceive the similarity of stop sounds between the Korean and Japanese languages. The results found, compared to the beginner’s group, the advanced group showed a lower rating value for the similarity for the same stimulus sound, and the learners with a higher perception ability distinguished lower similarities, even among the inner groups of the beginner’s and advanced group. This study also investigated how the related information in the native language affects how the learners perceive lenis consonants in word-medial position in the Korean language, as Japanese stop sounds are divided into two sounds depending on [±voiced] feature, whereas Korean stop sounds do not have a voiced sound in word-initial consonantal context, but the lenis consonants go through voicing in word-medial position. In result, Japanese learners tend to perceive the lenis consonants in word-medial position much better than other sounds, and it was shown that the related information in native language had played a positive role in perceiving Korean word-medial consonants.

이 연구는 전통미술놀이를 통해 초등학생들의 공감능력 향상을 목적으로 한다. 서울시 소재 초등학교 5학년 학생 52명을 통제집단과 실험집단으로 나누어 사전-사후 인성공감능력(도덕적 공감, 감성적 공감, 사회적 공감)과 미적공감능력(사고개방성, 독립성, 심미성) 설문을 통해 조사하였고, 그 결과를 통계분석 프로그램 SPSS 22.0 프로그램을 이용하여 분석하였다. 또 포트폴리오 및 수업활동자료, 소감문, 관찰을 통하여 이 연구의 효과에 대한 질적 검증을 실시하여 최종 결론을 도출하였다. 연구 결과, 전통미술놀이 프로그램에 참여한 학생들은 통제집단 학생들에 비해 도덕적 공감, 감성적 공감, 사회적 공감, 사고개방성, 독립성, 심미성이 모두 유의미하게 향상되었다. 따라서 본 프로그램은 학생들의 공감능력 키우기에 긍정적인 영향을 미치는 것으로 확인되었다. 이 연구는 전통미술놀이 활동이 우리 미술문화에 대한 이해를 바탕으로 4차 산업혁명시대의 미래교육 방향으로 제시한 인간의 정서적 소통과 공감능력 함양에 긍정적인 영향을 미친다는데 의의가 있다.

This study aims to investigate how L1 Chinese speakers of Korean acquire Korean embedded clauses with wh-expressions. Korean embedding verbs tutta ‘listen’ (Propositional-selecting predicate class) and kwungkumhata ‘wonder’ (Question-selecting predicate class) subcategorize for different types of complements which are defined by declarative complementizer ta or interrogative complementizer nunci. Tutta takes declarative or interrogative clauses and kwungkumhata can take only interrogatives. Experimental stimuli consisted of 12 embedding clauses by tutta (6 ta complementizer items and nunci complementizer items) and 12 embedding clauses by kwungkumhata(6 ta complementizer items and nunci complementizer items). Sixty three intermediate and advanced Chinese speakers of Korean(CK) participated in the study and 40 Korean native speakers(NK) participated as a control group. CK subjects were divided into 31 CK high group and 32 CK low group according to the participants’ Korean proficiency. The acceptability judgment among 3 groups were significantly different in the tutta-nunci condition and kwungkumhata-ta condition. The result showed that different learning principles were applied depending on the proficiency of learners. CK high group accepted the wh-embedding sentences in accordance with the semantic meaning of matrix verbs and type of wh-embedding clauses. However CK low group were not sensitive enough to discern the different linguistic context of wh-embedding sentences and rather accepted most of the given sentences.

L'apprentissage des langues étrangères s'accompagne inévitablement d'erreurs. Compte tenu du fait qu'il faut beaucoup de temps à un enfant pour parler couramment sa langue maternelle, il est évident que la production linguistique à cet âge n'est pas une forme parfaite sans erreurs. On peut voir aussi que dans la production d'une langue étrangère avec un temps d'acquisition court, les erreurs sont inévitables, plus fréquentes, et interfèrent occasionnellement avec la communication. Les erreurs des apprenants sont classées selon la langue maternelle, la stratégie d'apprentissage, l'environnement socioculturel, etc. Dans cette étude, on s'intéresse tout d'abord à l'influence du coréen et de l'anglais dans le processus d'apprentissage chez les apprenants de français coréens, enfin, on porte attention à l'influence des règles du français que les apprenants ont déjà apprises. L '«interférence», qui est revendiquée dans la théorie de l'analyse constrastive, apparaît principalement au début de l'apprentissage des langues étrangères, elle est donc très utile pour comprendre la langue des apprenants tout débutants. Cependant, puisque la théorie de l'analyse constrastive ne peut à elle seule rendre compte de toutes les erreurs de l'apprenant, nous avons appliqué la théorie intralinguistique de l'analyse des erreurs, qui est apparue après la théorie de l'analyse constrastive. Bien que l'étude des erreurs dans la cause de l'interférence ait été réalisée de diverses manières et qu'elle ait accumulé beaucoup de résultats, le type d'erreur est aussi varié que la production de la langue du locuteur. L’analyse des erreurs est toujours intéressante. Enfin, bien que les erreurs des apprenants aient été plus susceptibles d'être interférées en coréen ou en anglais, il a été constaté qu'il y avait plus d'erreurs à cause des règles de la langue cible qu’ils connaissaient déjà. Il est vrai que les grandes différences de structure entre le français et le coréen rendent l'apprentissage difficile, mais les stratégies réelles des apprenants pour la production de la langue montrent qu'elles sont des références aux règles dans la langue cible plutôt que dans la langue maternelle.

This study investigated predictors of reading comprehension in elementary school English learners. The study specifically examined the role of word recognition and oral language skills in their reading comprehension levels. Participants were 206 students in grades four, five, and six, and they completed measures of letter naming, phonemic awareness, vocabulary, decoding, listening comprehension, and reading comprehension. Data analysis included descriptive statistics, analysis of variance, correlation, and multiple regression. Findings showed that there were significant differences between performances of the 4th graders and the other two grade groups on all measures, indicating a possible ceiling effect in the acquisition of basic reading skills by upper-grade students. Oral language, indexed by oral vocabulary and listening comprehension, emerged as the more powerful predictor of reading comprehension as compared to word recognition skills. In addition, the contribution of word decoding tended to decrease across grade levels; whereas oral vocabulary explained more variance in upper grades.

국내 초등 교실환경에서의 한자교육은 대부분 좌뇌기능 중심의 교수법으로 진행되고 있다. 그러나 초등학습자의 뇌발단 단계와 한자의 뇌기능적 특성을 고려해 볼 때, 한자교육은 우뇌 기능의 활성화를 유도하는 교수방안을 선택해야 한다. 본 연구는 초등학습자들에게 뇌친화적 한자수업의 필요성을 제기할 목적으로, 그 방안의 하나로써 ‘이미지텔링 연상법’을 통해 한자 인식의 효율성을 검증하고자 하였다. 이에 국내 초등학생 38명을 대상으로 뇌친화적 한자수 업을 제공한 결과, 기존방식대로 한자수업을 받은 집단보다 ‘이미지텔링 연상법’이란 뇌친화적 수업을 적용한 집단의 학습자가 한자의 장기기억화에 더 효과적인 것을 확인하였다. 또한 통계적으로는 약 3배 가까운 학업성취도를 보이는 것으로 나타났다. 본 연구가 향후 뇌친화 적 교수방안에 대한 관심을 유도하는 계기가 되길 기대해 본다.

Purpose: The purpose of this research was to explore same-age-tutoring experiences for fundamental nursing practice in peer learners. Method: Content analysis was performed on the collected data. Participants were 14 nursing students. Data were collected from September 19, 2018 to November 2, 2018. Results: Three theme clusters were extracted as follows: 1) autonomous learning environment 2) meeting learning needs 3) motivation to learn. Conclusion: The results can contribute to understanding peer learners’ same-age-tutoring education experiences. Further, they can provide foundational data for establishing same-age tutoring education strategies to improve nursing skills and knowledge, helping nursing students adapt to clinical practice.

The Sociolinguistic Journal of Korea 26(3). 145~170. The sibilation of Korean nominal stem final coronal consonants is a common phenomenon in Korean spoken language. Many Korean speakers pronounce /patʰ-i/, /piʨ-ɨl/, /k‘oʨʰ-e/ as [paɕi], [pisɨl], [k’ose]. These are not standard Korean pronunciations. Therefore, Korean learners are supposed not to learn this phenomenon. However, a lot of Chinese Korean advanced learners acquire those pronunciations. In this paper, I try to find why the Chinese Korean advanced learners acquire this phenomenon. Unfortunately, the reason can not be found by traditional error analysis methods. It seems that this sibilation phenomenon occurs randomly and has no connection with the coronal consonants. We can only find that when nouns combine with the postposition in an adessive case this sibilation phenomenon hardly appears. I examined Chinese Korean advanced learners’ spontaneous speaking and then conducted a survey. I show that sociolinguistic elements make a great influence on this acquisition. Lastly, I discuss how to train Chinese Korean advanced learners on this Korean phonological phenomenon.

The Sociolinguistic Journal of Korea 26(3). 1~30. The purpose of this paper is to investigate the awareness and attitudes of Korean learners about Academic Writing and to identify the problems which should be solved in academic writing education for Korean learners. For this, 62 foreign students were conducted a questionnaire survey, and 18 of them were interviewed to elicit their attitudes, perceptions about academic writing. A result of analysis showed that students have a very negative attitude towards writing. Moreover, they are not aware of the importance of writing. Therefore, they are negligent of writing and do not actively participate in academic activities. Second, students know the connection between general purpose writing learning and academic writing learning, but they have no systematic understanding of Korean academic writing. They simply gain knowledge of writing by imitating. Third, although they showed a willingness to be good at academic writing, they lacked subjective initiative on writing learning. And their writing study was centered on TOPIK. In order to solve these problems, this paper suggested solutions from an ecological perspective: language knowledge entry, learning environment, and learner’s self - growth. First, it is needed to help foreign students to have a systematic knowledge of academic writing as soon as possible. Second, outside the classroom, students should be offered a variety of opportunities to participate in academic activities. third, it is necessary to study the internal motivation of interest which attracts students’ attention and allow them to have a positive attitude about academic writing.

This study aims to understand the foreign language learner’s internal process while they are translating. To figure out invisible internal process of the learner, Key logging during translation process, short interview after translating and behavioral observation were used. For considering behavioral characteristics for internal process, Pause, Deletion, Moving and Mistranslation were chosen. In particular, Pause was chosen to work as criterion when analyzing other behaviors. By analyzing those behaviors, three internal processes were found: (1)Deliberatiing on words or phrases following the pauses, (2)Considering ill-matched words or phrases between source text and target text, (3)Continuous checks on what writers had written down. Deliberations were generally found before the long-term pause. Learners were deliberating what to write on next phrases, due to their scarce knowledge of grammatical collocation of the target language. Considering ill-matched words or phrases between source text and target text shows variety of behaviors such as moving, deletion after the long-term pauses. According to the learners’ interview and researcher’s observation, it was arisen when the learners are fail to find the acceptable expressions in target language. Continuous checks on what learners had written down were generally found after the translation was finished. Entire part of target text was examined in this type of process. Thus, long period of pause was required for reading source text and target text, also deletion and moving was required for correcting mistranslated words or phrases. It infers that learners’ behaviors are combined to suggest certain meanings of internal process. Thus, these behaviors do not suggest solid internal process. With more elaborated analysis, this

The current study aims at investigating differences, if any, of EFL learners' and teachers' (native and non-native English teachers) perception of the role of grammar instruction and error correction in L2 learning. For this study 617 college students, 53 non-native teachers, and 41 native teachers were asked to respond to a survey questionnaire. The findings were as follows: 1) some discrepancies were evident between the two teacher groups in perception of grammar instruction, while they shared similar perceptions of error correction; 2) the more proficient in English the students were, the more positive perception of the two constructs they showed; and 3) the Korean teacher group and students showed less negative perceptions of grammar instruction than the native teacher group, whereas differences between the students and the two teacher groups were noticeable. Teaching implications are discussed in view of the necessity of exploring students' and teachers' perception of grammar instruction and error correction.

An, Soyoung. 2018. “An Analysis of University Students' English-Learning Motivation Change through Portfolio Assessment”. The Sociolinguistic Journal of Korea 26(1). 251~275. This study aims to analyze university students' English-learning motivation through making a learning portfolio. I conducted an experiment to know whether motivation could be changed by different assessment systems, a result-oriented assessment and a process-oriented assessment. First, there were no statistically significant differences in English-learning motivation between the two groups subject to a result-oriented assessment and a process-oriented assessment by independent T-test. Second, the variable “attitudes toward learning English” significantly changed when students created a learning portfolio by paired T-test. Students showed their preferences for studying English through an authentic learning portfolio method. Therefore, even though the new assessment system such as a portfolio assessment brings us innovation, the assessment system had a partial impact on students' English-learning motivation.

The present study explored usage patterns of English coordinating conjunctions(CCs) in Korean EFL learners' and native English speakers' written corpus. Focusing on the morpho-syntactic use and cohesive functions of and, but, or and so as focal examples in academic prose, both quantitative and qualitative analyses were employed. Findings from the quantitative analysis of the opinion essays showed that both groups used and most frequently, which is used mostly in word/phrase levels rather than in clause levels. On the other hand, so is especially used as a clause-level CC. Because or and and used most frequently in word/phrase levels are recognized easily as CCs, they rarely appear in a sentence-initial position. By contrast, so and but used more often in a clause level appear in a sentence-initial position more frequently, which may lead L2 learners to confuse CCs with connective adverbials(CAs). Based on the Subset Principle, it may be interpreted that morpho-syntactic properties on CAs in Korean transfer to those on English CCs due to the morpho-lexical difference of CCs between the two languages. However, this study reveals that the L1 transfer seems to gradually retreat at an intermediate level where L2 learners start to perceive the registers of academic prose.

This research investigated various aspects of language learning strategies used by undergraduate and graduate students studying Korean. The study focused on four language skills, pronunciation, and vocabulary. The survey was conducted on 322 participants, Korean learners both in Korea and in other countries. It examined the usage of learning strategies used by the learners including the following variables: gender, experiences of living in Korea, first languages, and the countries Korean was learned. The quantitative data from the survey were analyzed by univariate ANOVAs to find out which skill is significant among the variables and the findings are as follows: 1) The greatest frequency of learning strategies appeared in the order of listening, pronunciation, writing, speaking, vocabulary, and reading. Listening skill showed the most varied learning strategies. 2) The analysis of learning strategies according to the variables with respect to the language skills revealed that gender influenced listening, the experience of the target country influenced reading, and the first language influenced writing. Pedagogical implications and further research suggestions are discussed.

Nous avons étudié le traitement haut niveau au cours de la lecture d’un texte français. Cette lecture a été effectuée par 14 coréens étudiants en français et 3 natifs. Nous y avons observé particulièrement les mots sur lesquels se produit une longue saccade régressive et leur durée de fixation. Le résultat nous a montré que les coréens ont tendance à chercher volontairement la continuité et la cohérence du discours littéraire. A cet égard, deux phénomènes sont identifiés. Premièrement, une longue saccade régressive se produit souvent sur des mots et pronoms ‘faciles’ qui apportent des informations sur les personnages, événements, temps d’action et lieu. Elle se produit également sur les mots qui nécessitent au lecteur d’activer ses connaissances antérieures. Deuxièmement, leur durée de fixation est relativement longue, à cause de la relecture du mot-cible de régression. Ces phénomènes expliquent donc que les longues saccades régressives ont joué un rôle pour réaffirmer l'information comprise et pour réintégrer la signification au cours de la compréhension. Par conséquent, le coût cognitif du traitement haut niveau devient élevé. Il en résulte que dans l'enseignement, il est nécessaire de tenir compte du contexte textuel sur le niveau sémiotique et linguistique pour le choix du texte.

Notre travail a pour objectif l'amélioration des conditions d'enseignement-apprentissage du FLE (Français Langue Etrangère) comme matière optionnelle en contexte universitaire coréen, mettant l'accent sur l'importance des interactions entre apprenants. Nous postulons que l'usage des dispositifs numériques donnent des pistes intéressantes afin de résoudre des obstacles auxquels les étudiants se confrontent lors de leur apprentissage du français en présentiel. Nous montrons d'abord l'évolution de la méthodologie des langues étrangères en fonction de celle du paradigme de l'éducation. Nous allons ensuite tenter de définir le dispositif numérique pour l'enseignementapprentissage des langues et de présenter quelques exemples d'utilisation en milieu universitaire. Afin de mieux comprendre l'état actuel du champ pédagogique pratique, nous avons mené une enquête sur les besoins concrets des apprenants pour l'apprentissage du français favorable et satisfaisant à leur guise. 100 étudiants de deux universités différentes qui suivent le cours de français comme matière optionnelle ont participé à cette enquête. Ce travail précise ainsi l'intérêt de l'usage des dispositifs numériques dans le but de développer différentes compétences dont les apprenants ont besoin pour être “acteurs sociaux” dans une perspective actionnelle.