This study aims to explored changes in vocabulary use in Jeongamchon, which was founded by immigrants from Chungcheongbuk-do, Korea, in China. The data were collected from the first generation of Chungcheongbuk-do and Jeongamchon immigrants as well as the second generation of Jeongamchon immigrants. The data were divided into eight categories. The Jeongamchon community preserved a considerable number of dialects from Chungcheongbuk-do but also showed the transition of words into Chinese Korean. Examples of Chungcheongbuk-do dialect words that are highly conserved in Jeongamchon include words frequently used in daily life such as words about the human body and titles for relatives and family members. In contrast, words from Chungcheongbuk-do dialects indicating entities that do not exist in Jeongamchon, which can be attributed to differences in geographical environments or sociocultural differences between Chungcheongbuk-do and Jeongamchon, were at the verge of extinction. The indigenous vocabulary items in Jeongamchon, which refer to objects reflecting sociocultural differences from Chungcheongbuk-do, were substituted into the Chinese-Korean dialect, reflecting local culture.

This study aims to investigate the relationship between high school students’ use of vocabulary learning strategies and their motivation. Its main concern is with how the relationship varies between three student groups divided according to their vocabulary achievement. A survey was taken by a total of 275 students enrolled in a high school in Gyeonggi province. 232 students were selected to be studied. The students were divided into three groups - advanced, intermediate, and beginner levels - based on their performance in vocabulary tests. Their responses were analyzed through SPSS to produce both basic descriptive and inferential statistics. The results show the three groups differ regarding which strategies both extrinsic and intrinsic motivation had a significant impact on - these were memory and cognitive strategies for the advanced level group; decision, social, memory and metacognitive strategies for the intermediate level group, and none for the beginner level group. The results also show that the three groups differ regarding which strategies only extrinsic or intrinsic motivation had a significant impact on.

This article reports on a study that compared EFL freshman university students’receptive and productive recall vocabulary knowledge and their ability to use that knowledge, as it remains unclear in the literature to what extent knowledge of vocabulary, especially productive knowledge, is indicative of learners’ ability to use vocabulary to communicate. The study first measured the vocabulary size of 169students from 24 majors. Next, deeper meaning word knowledge and vocabulary userelated knowledge were assessed by administering depth tests to 51 of the students who completed the size tests. The study found that the participants were able to use only 60.3% of the words that were known receptively and productively on the size tests, and that receptive deeper meaning vocabulary knowledge was 43.0% greater than productive knowledge. Finally, the study results support the concept of a vocabulary knowledge continuum, but highlight the importance of including both receptive and productive knowledge, as they were found to develop in a dissimilar manner.

The study investigated whether Korean EFL students' vocabulary used in reading-based writing differed according to writing topic and their reading and writing proficiency. College students enrolled in writing courses (n=95) were asked to write argumentative essays in response to two readings on judging people by appearance (JPA) and disclosing personal information of serious criminals (DPI). These students were divided into high and low proficiency writer groups and into high and low proficiency reader groups according to their writing and reading scores respectively. The students' vocabulary used in writing was then analyzed by VocabProfile, which provided four lexical frequency lists: the first 1000 frequent words (K1) including function words (FW) and content words (CW), the second 1000 frequent words (K2), academic word list (AWL), and off the list words (OLW). The results indicated that the topic JPA produced a higher proportion of K1 and content words, whereas DPI generated more K2 and off the list words. None of the vocabulary profiles, however, significantly differed according to the students’ reading proficiency. In contrast, proficient writers were found to use significantly more K1 and function words than their counterparts. With the topic effect further considered, for JPA, proficient writers used more K1 words and function words whereas less proficient writers used more K2 and off the list words. With regard to DPl, proficient writers were found to use more function words than low proficient writers. Findings are discussed in more detail, along with implications.