본 연구에서는 BCC에서 2000년 이후의 ‘最+前面’ 예문을 376개 선별하여 현실 언 어생활에서의 사용 추이와 그 특징을 살펴본 결과, 다음과 같은 사실들을 발견할 수 있었다. 첫째, ‘最+前面’ 구문의 연도별 사용 추이를 분석해본 결과, 2000년 초반에 급격히 증가하다 감소하고 2016년부터 다시 증가세를 보이는 N자형의 추이를 보였 다. 둘째, ‘最+前面’ 구문의 다수가 ‘V+在+最前面’ 형식을 취하였고 문법상 공기하는 동사는 ‘冲>走>排>跑>站>放>挤>在, 坐> 处, 派, 是>摆, 挡, 行进>游, 抢, 带, 位于’ 의 순서로 고빈도를 보였다. 셋째, ‘最+前面’ 구문의 전후로 어휘 의미상 결합하는 명 사는 [+사람], [+사물], [+동물], [+상태], [+처소], [+시간], [+순서], [+범위], [+개념]의 유형인 것으로 나타났다. 넷째, ‘最+前面’ 구문은 문장 성분상 개사 빈어나 주어 등으 로 충당된다. 다섯째, ‘最+前面’은 ‘的’를 첨가하여 명사화 특징도 보였다.

By adopting a usage-based approach to language acquisition, this study investigated the emergence and development of L2 constructional knowledge. A total of 19 English verb-argument constructions (VACs) and their associated verbs were extracted from a learner corpus and three verbal fluency tasks, each conducted in L1 and L2 English and L1 Korean. We compared verb usage in the target VACs across proficiency levels between the L1 and L2 groups and between data types for VAC productivity and verb-VAC associations. The results identified three stages through which Korean learners’ VAC knowledge develops in L2 English: emerging through the frequent use of a few general verbs, expanding the range of verbs associated with a VAC to include more specific and prototypical verb types, and then developing them into a creative constructional schema. Moreover, we determined similarities between L1 and L2 English VAC knowledge in higher L2 proficiency levels, as well as L1 Korean influences related to L1 typology and L1 collocational transfer.

Spontaneous motion is one of the most basic event types, but different languages use varying patterns to express it. For example, English usually encodes path information in prepositional phrases or adverbial particles, while Korean maps path information onto verbs (Talmy, 1985). This study predicts that this typological difference would affect English spontaneous motion expressions produced by Korean learners and analyzes two English-language speech corpora, one, the data from native speakers (600 recordings), and the other, data from L1-Korean learners of English (400 recordings). It finds that the learners significantly underuse satellite-framed patterns, but not verb-framed patterns, compared with the native speakers, suggesting that the L1 plays a role in their L2 production. The satellite-framed patterns, however, account for the greatest portion of spontaneous motion expressions in the L2 corpus, suggesting the dominant effect of input on L2 production. These findings lead to pedagogical implications concerning preventing L1 interference and fostering input-based L2 acquisition.

As an interest in the Chinese language, culture, society, and economy increases in Korea, a large amount of spoken and written narrative texts in Chinese are encountered in daily life and occupational areas. During the interaction process between the Chinese and Korean cultures, many difficulties can arise in understanding the definitions of Chinese vocabulary. The Chinese-Korean dictionary is an essential search tool for Koreans who wish to look up the definitions of Chinese texts. There are many things to consider when compiling a Chinese-Korean dictionary for native Korean speakers or those who study Chines through Korean: which vocabulary must be included, how to arrange them, how to select and explain their definitions and examples, etc. Among the vocabulary listed in the Chinese-Korean dictionary, this study analyzed the definitions of those that appeared less than 10 times in the Chinese corpus, and focused on determining the propriety of the vocabulary selections, as well as the accuracy of their definitions. Moreover, this study is the third study of section D and focused on the vocabularies included in D3 for our analysis.

Engagement relates to how writers acknowledge the presence of their readers by explicitly bringing them into the discourse. This study examines how master’s theses by Korean graduate students differ from internationally acknowledged journal articles in their engagement practices. Within the specific discipline of applied linguistics, it compares both quantitative and qualitative aspects of engagement resources employed by novice and expert groups. The results indicate that compared with expert writers, Korean graduate students significantly underuse engagement devices. For individual devices and their rhetorical functions, more insightful novice-expert variations were found. Student writers tend to address undefined general audiences quite often, making their texts less-reciprocal and less effective for negotiation with readers. Further, Korean students prefer to deploy less imposing textual directives, rather separated from the main argumentation. Their uses of cognitive directives and questions are also quite confined, and not as strategic as the expert practices. These characteristics provide valuable implications for Korean EAP writing pedagogy.

The purpose of this paper is to investigate whether second language writings at different proficiency levels can be distinguished using automatic indices of linguistic complexity. For this study, 35 linguistic measures in 234 essays selected from the Yonsei English Learner Corpus were analyzed in order to identify the best indicators of L2 writing proficiency among the three categories: text length, lexical complexity, and syntactic complexity. The key to this study is the use of computational tools, the L2 Syntactic Complexity Analyzer and the Lexical Complexity Analyzer, which measure different linguistic features of the target language, and a robust statistical method, discriminant function analysis. Results showed that automatic computational tools indicated different uses of linguistic features across L2 writers’ proficiency levels. Specifically, more proficient writers produced longer texts, used more diverse vocabulary, and showed the ability to write more words per sentence and more complex nominalizations. These findings can offer a window to understanding the linguistic features that distinguish L2 writing proficiency levels and to the possibility of using the new computational tools for analyzing L2 learner corpus data.

There are many allographs in Sui Tang and 5-Dynasty periods Carved stone Regular script character.This paper is a corpus-based study which chooses and analyzes 9874 allographs extracted from the corpus of Sui Tang and 5-Dynasty periods Carved stone Regular script character for the exploration of its general features.It indicates that, the primary reason of character variation is the variation of the component; the second reason is the variation of the stroke; a distinguishing feature of the allograph is generalizability.

This study investigates the types and frequencies of verb errors in Korean college students' essays in order to ascertain what aspects of English verb use Korean learners find most troublesome. The data used in this study were retrieved from a learner corpus consisting of essays written by 399 students who major in humanities at a university in Seoul. The 686 verb errors found in the corpus were classified into the following four major categories: (a) omission of necessary items in a verb phrase, (b) addition of unnecessary items in a verb phrase, (c) misformation ofa verb phrase, and (d) misordering of items in a verb phrase. A careful examination of these 686 verb errors has revealed that misformation is the most common form of error, accounting for over 60% of all the errors. A sub-category of misformation errors, agreement errors in turn accounted for more than half of all the 4 I 6 misformation errors (216 tokens), a number bigger than any of the other three categories of error types, i.e. omission (175 tokens), addition (72 tokens), and misordering (23 tokens). This finding might have resulted from negative influence from the students' L I, as Korean verbs do not conjugate according to grammatical person. Another noteworthy finding is the fact that the students made a great number of errors with both the lexical and the auxiliary uses of be and have. Considering that both uses of these two verbs are taught early on in Korea, this finding suggests that Korean students need to be continually provided with contexts in which they can practice different uses of be and have.

This study aims to investigate the errors of prepositional verbs in Korean university students' essays and alert teachers to the necessity of a more systematic instruction of prepositional verbs. Prepositional-verb errors found in the learner corpus of essays written by 416 Korean university students were classified into five categories: (a) preposition omission, (b) wrong prepositions, (c) preposition addition, (d) misordering, and (e) others. Of the 1317 tokens of prepositional verbs retrieved from the corpus, 448 were found to be used erroneously, over half of which were instances of preposition omission. No tokens of misordering errors were found (e.g., *to go school / *go school to). A careful analysis of these errors also revealed the following. First, students were not able to discern the difference between a verb used transitively and the same verb used as a prepositional verb (e.g., believe and believe in). Second, the inability to distinguish transitive verbs from intransitive ones also resulted in a considerable number of errors in preposition omission (e.g., *listen music) and preposition addition (e.g., *enter in university). Third, using wrong prepositions (e.g., *worried at me) was also a rather common occurrence, accounting for 18% of the all the errors related to prepositional verbs.

The present study reports the findings of a study that analyzed the use of formulaic sequences in an NNS corpus (i.e., EFL teaching demonstration data) and an NS corpus (i.e., MICASE data). In order to investigate the structural and functional aspects of formulaic expressions in English, the most frequent 4-word formulaic expressions were identified and classified both structurally and functionally. The result of the analysis demonstrates Korean EFL learners’ overuse of the formulaic sequences. In other words, the repeated use of the formulaic sequences resulted in the high frequency of formulaic sequences in the learners’ data. The analysis of formulaic sequences by the structural subcategories shows the high frequency of the clausal expressions, which is one of the major characteristics of spoken discourse. The present study also reports the results of the functional analysis of the formulaic sequences, which indicate that both native speakers and learners mainly employed formulaic sequences to express epistemic and modality stance.

This study aims to clarify how happiness and haengbog are conceptualized among emotion concepts based on the conceptual theory of cognitive linguistics using COCA for English corpus and RIKS for Korean corpus to ascertain the validity of the research results. Second, this study tries to identify the differences in terms of cultural variation as well as common language commonalities between the two languages by contrast analysis of emotion concepts in English and Korean.

This study explores the frequency distribution of the verb seem together with its three alternating complement structures: to-infinitive, that-clause, and adjectival/nominal complements. Based on an analysis of sample data selected from COCA, we investigate the conditions that may influence the choice among these argument structures. Our analysis has shown the following results: First, of the three complement structures, the that-clause complement was rarely used, a pattern consistent with the findings of previous studies. Second, discourse pragmatic factors such as information status and topichood of the subject, and judgement/evaluative semantics of complements were shown to be involved in the selection of the argument structure. Third, the preference for simpler structures evidenced in the usage data suggests the economy principle as a possible force behind the argument selection. The preliminary findings of this study should be complemented by future research with bigger sample data.

The present study investigates usage of English futures, will and be going to, by Korean EFL learners and American native English speakers. The examined usage data are extracted from the native speaker corpus, the Corpus of Contemporary American English (COCA), and two learner corpora, the Kyungpook National University (KNU) Student English Learner Corpus-Written (KSELC-W) and the KNU English Learner Corpus (KELC), and compared to determine interlanguage developmental patterns and usage similarities or differences between native speakers and nonnative speakers. In support of existing literature, the findings from the current study reveal that the American native English speakers of COCA significantly overuse both will and be going to in the spoken register compared to the combined written registers. Furthermore, the findings also indicate that although the writing samples of the learner corpora were written during formal EFL education settings, will and be going to usage by the Korean EFL learners closely resemble the usage data of the combined written-all registers of COCA. Finally, semantic analyses show that the advanced learners of KSELC-W use be going to quite correctly with the semantic senses in the present form. In contrast to the learners in Coates (1983), they use be going to to deliver the sense of epistemicity rather than the root intention senses.