Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which participants come to terms with problematic L2 use in interactional exchanges. “Language moments” refer to cases in which L2 forms and functions are objects of interactive exchanges in L2 interactions. Through conversation analysis, the present study uncovered four different types in which participants in L2 interaction discovered and acted on language moments in terms of the degree of explicitness in recognizing and addressing problematic L2 use. This study used data from ESL classroom interactions that featured native teachers of English and L2 learners in an US context. This descriptive account of interactional processes might complement prior research studies that have focused on effects of interactional modification.

Han characters may be taught both as components of the mother tongue as well as elements of certain foreign languages. This paper centres on understanding approaches to the teaching of writing of Han characters as an aspect of foreign language learning. The mastery of Han characters may be considered a key objective in mother-tongue as well as foreign language teaching in China, Taiwan, Hong Kong and Japan, but is only considered as foreign language teaching in Korea. However, the written forms taught in schools in the five above-mentioned locations differ markedly from one another. Japan has strict stipulations about written forms of Japanese; the governments of China, Taiwan and Hong Kong adhere to prescribed benchmarks on the written form of Han characters; while Korea only sets requirements on fonts. Although Hong Kong supposedly has a recommended benchmark, differences in written forms can be found in primary and secondary school textbooks. This leads to problems in teaching and assessment since few teachers have a comprehensive understanding on the difference in written forms of Han characters found in Hong Kong and elsewhere in South-East Asia. This paper looks at differences in the written forms of Han characters in the five regions mentioned above, and at some of the issues associated with these differences.

본고는 중국인 한국어 학습자들의 대조 유형별 관용표현에 대한 이해도 및 이해 전략에 관한 연구이다. 한국어와 중국어 관용표현의 연관성에 따라 유형별로 L2 학습자들의 이해도와 그 이해 과정에서 사용하는 다양한 이해 전략을 살펴보고, 또 한국어 숙달도에 따른 고급 학습자 집단과 중급 학습자 집단 사이의 이해 전략 사용 양상에 유의미한 차이가 있는지도 살펴보고자 한다. 본 연구는 L2 관용표현 이해 과정에서 언어 전이의 역할과 한국어 관용표현 교육에 대한 몇 가지 제언을 하고자 한다.