This article explores the different meanings of the number ‘three’ in proverbs. According to the analysis of this article, the number ‘three’ in proverbs, while carrying the basic meaning of quantity, has more expanded meanings in Korean, Chinese and Japanese proverbs, where it may mean ‘many’, ‘all (whole)’, ‘part’, ‘small’, and even more abstracted concepts. In contrast, the number ‘three’ in the English proverbs is largely biased towards negative meanings. At the end of this study, the analysis of the number ‘three’ in proverbs through machine translation shows that machine translation has many limitations on the translation of the many meanings of the number ‘three’.

This paper analyses the foreign language curriculum of general high schools in China. The Chinese educational authority announced an experimental version of its language curriculum in 2003, revised it in 2017, and revised it in 2020. In 2003, the foreign language curriculum included only three foreign languages: English, Japanese, and Russian. German, French, and Spanish were added from the 2017 curriculum. The 2017 curriculum consists of three categories: ‘required’, ‘required optional’, and ‘optional’. The required courses meet the requirements for graduation by all students. Students intending to go to college must complete all required optional courses. The six foreign language curriculums equally set four core competencies: language ability, cultural consciousness, thinking ability, and learning ability. In addition, this paper investigated curriculum structure of the six foreign languages, learning vocabulary, and items included in the appendix, and compared the foreign language curriculum in China and Korea. In conclusion, Korea’s next curriculum suggested that achievement standards and evaluation criteria should be more specific in preparation for the high school credit system, and that achievement standards and evaluation criteria should be described so that the curriculum and college entrance can be linked.

Choi, Kyung-ae. 2012. A study on the unexpected phonological change in the English loanwords in Korean from Japanese. The Sociolinguistic Journal of Korea 20(1). pp. 295-315. The purpose of this study is to inquire about sound change by tracing the transition of English loanwords in Korean, which came from Japan, from phonological and sociolinguistic perspectives. The Japanese-style English loanwords from an earlier period have been transformed into newly adjusted forms at a surprisingly rapid rate and many of them have shown unexpected sound changes which went against general Korean phonological rules. This shows that sound change is not necessarily expected to occur in accordance with language-specific phonological rules. It can occur through the political and sociological will of speakers against their native grammar at a surprisingly rapid rate.

Japanese has borrowed many words from English through contacts with English-speaking countries since the mid-19th century. The borrowed words have been integrated into the Japanese lexicon, observing phonological and morphological rules of Japanese. Among the types of loanwords from English, this research examines abbreviated English words in Japanese by classifying them into five categories: (i) consonantal abbreviations, (iil acronyms, (iil) initialism (iv) clipping, and (v) blending. Examination of the present data shows that more than half of the tokens are examples of clipped words, suggesting that clipping is the most frequently used method of abbreviating borrowed words into Japanese. lnitialism comes second in making abbreviated expressions, even applying to newly coined Japanese English (]E) words. After that, this study explores linguistic motivations which are responsible for the formation of abbreviations in Engli h loanwords. It shows that economy and distinctiveness/contrastiveness are two most important motivation for the formation of abbreviations of English loanwords in Japanese.

The purpose of this research is to demonstrate the acquisition process of the ellipsis at the end of sentences for Koreans who learn Japanese through the contrast of Chinese and English native speakers. The sample of analysis comes from OPI data. The two results below are described in detail: First, Koreans who learn Japanese use more frequently the ellipsis at the end of sentences under the “Existing-Verb-Clauses” than Chinese and English native speakers. However, the acquisition level goes up, the frequency of usage is getting higher to the point where the acquisition process is inclined to be equal at both side (Koreans who learn Japanese vs Chinese and English native speaker). Second, the formality varies more than Chinese and English native speakers, as well as it appears at the beginning level. The formality includes “「けど」,「から」,「て」,「ので」”.The formality of Chinese and English native speakers is similar to Koreans who learn Japanese at the end of the learning stage.