이 연구의 목적은 지각 변동을 학습하는 과정에서 나타나는 중학생들의 중간 언어의 유형을 도출하는 것이다. 서울의 한 중학교 2학년 2학급에서 18명의 학생들을 선정하였다. 각 학생들은 총 네 차례에 걸쳐 개별 면담을 실시하였으며, 수집된 자료는 의미 관계와 주제 구조를 중심으로 분석되었다. 연구 결과, 일상 언어를 자원으로 하는 경우, 과학 어휘와 일상 어휘를 병용하는 경우, 그리고 과학 언어를 활용하지만 불충분한 경우와 의미 관계가 부적절한 경우를 합하여 총 8개의 중간 언어 유형이 도출되고 서술되었으며, 이를 바탕으로 조사된 중간언어의 함의를 토의하였다.

In this paper, a tentative approach is made to combine several traditional IL paradigms into Levelt`s Speech Production Model to have an eclectic frame which is believed to be more efficient in explaining the idiosyncratic phenomena of the language learner`s language. The speech production strata proposed by Levelt are searched by stages in view of IL controls and linguistic materials. The traditional classification of knowledge `that` and knowledge `how` of IL is discussed in detail and reassigned to the production stages of conceptualizer, formulator and articulator, with emphasis on the formation of prevebal message and internal speech in IL.

Ko, Young-Jin. 1999. Linguistic Competence as an Intermediate Goal of Foreign Language Education. Studies in Modern Grammar 15, 191-211. This study aims at finding out some problems of foreign language education, particularly in high schools, and suggesting some alternatives. From the investigation of the sixth foreign language education curriculum, this study points out one of the most serious problems overlooking the importance of the acquisition of linguistic competence. So this study suggests one proposal for establishing the intermediate goal in English education. In my view, while the acquisition of communicative competence is the supreme goal in language learning, to reach it is too much to expect in our foreign language education circumstances. So we need to establish an intermediate goal on the way the highest goal. That is the acquisition of linguistic competence in Chomsky`s sense. And this study claims that the establishment of an intermediate goal will improve foreign language education, especialy English teaching and learning in our high schools.