Although it is impossible that the pronunciation of learners can not be influenced by their native languages, not all features of learner language can be explained by the transfer of native language. With the study of learner language going on, researchers pay more attention to the relationship between transfer of native language and language universal, as the fact that language universal is able to complement the contrastive analysis hypothesis which was formed by the transfer of native language. This study attempts to explain the effect of the language universal and the transfer of native language in the acquisition of Korean intonation of Chinese learners. The findings are as follows. First, the relationship of native language, target language and language universal can influence the degree of learning difficulty. When the native language form is as same as the target language form, and both of them are coincided with the language universal, the study will be easiest. And in this condition, the beginners tend to realize the target language form more remarkably. But even though the native language form is as same as the target language form, if they are different from language universal, the study will be difficult. Second, compared with the native language forms which do not match with the language universal, these which are coincided with the language universal are more possible to transfer to the target language forms’ realization of learners. Third, the relationship between the language universal and the transfer of native language in the language development of learners is related to the learning items. (Seoul National University)

This study aims to investigate the difference in perceiving Korean adverbial case markers ‘ey, eyseo, ro’ of Korean native speakers and L2 learners through a self-paced reading(SPR) task. The study employed 15 native speakers and 15 advanced learners with TOPIK level 6. Their SPR results were analyzed to find out the perception difference between two groups. As results the study found out that (i) the accuracy rates of native speakers were 12.61% higher than learners’, (ii) learners showed the longer Reaction Time(RT) on the window 3 and 4 than native speakers, (iii) learners’ RT on the window 3 showed difficulty to perceive ‘ey(means/method)’, (iv) learners’ RT and accuracy rates showed that ‘ey’ and ‘ro’ were perceived with more difficulty than ‘eyseo’. Overall, advanced learners in this study showed significant difference of perceiving adverbial case markers compared to native speakers. (Kyunghee University)

This study quantitatively analyzes corpus by genre to examine the distribution of formulaic expressions, cumulative usage rates of them, and the distribution of higher formulaic expressions by genre. As a result, 282 types appeared, and by genre in the novel 275 were used the most, and 174 were used the least in the academic articles. In the case of the introductory book of each major, 244 types were used, which showed a big difference in the number of formulaic expressions used according to the characteristics of the subgenres. In terms of the distribution of the use of the entire formulaic expressions, it showed that the top 28 formulaic expression types covered a range of 70.7% of the text, and 44 types covered a range of 80% of the text. If we generalize this, it means that we can understand about 80% of texts of various genres by learning about 50 formulaic expressions. Finally, as a result of comparing the distribution of expressive sentence patterns by genre, in the case of academic papers, many of the top 30 frequency lists differed from other genres, such as major introductions. Through this analysis result, the formulaic expressions to be dealt with in the grammar education for academic purpose learners should be differentiated from other genres in terms of the number and type. It can be seen that it is necessary to reflect the type and function of the formulaic expression by subgenre of academic text and by disciplines. In addition, in the academic texts the combination of formulaic expressions that express the speaker’s attitude is characteristic, so the list and function of them need to be detailed. (Yonsei University Yonsei University)

This paper aims to suggest a new theoretical framework and research trends of applied linguistics based on the posthumanism, which may overcome the ontological and epistemological limits of humanism. To fulfill this aim, this paper devoted to discuss two research topics: First, the major theoretical frameworks of applied linguistics have changed from critical theories to ecofeminism, and, again, to posthumanism, which opens a venue for the posthuman applied linguistics. Second, the posthuman applied linguistics regards language as material substance, having the characteristics of agency, relevancy, and context-transcendency. It is also discussed that these traits of language are derived from three major theories of posthumanism, i.e. new materialism, actor-network theory, and object oriented ontology. On considering the rapid transition of society, from humanism-based to technology-based society, this paper’s argument may provide an alternative view for new research directions of applied linguistics. (Jeonbuk National University)

본 연구는 미국 및 영국 대학생들의 영어 에세이 모음 코퍼스인 Louvain Corpus of Native English Essay와 중국 대학생들의 영어 에세이 모음 코퍼스인 Written English Corpus of Chinese Learners를 비교분석하였다. 코퍼스 분석의 틀은 Biber(1988)의 다차원 분석(multidimensional analysis) 모형에서 차원 1(Dimension 1)의 언어적 자질들을 중심으로 분석하였다. 양 코퍼스의 영어 에세이들의 분석 결과, 중국 대학생들과 미국 및 영국대학생들의 에세이들 모두 매우 높은 수준의 정보 전달적 특성을 지니고 있는 것으로 나타났으나, 중국 대학생들의 영어 에세이들이 영어 원어민 화자들의 영어 에세이들에 비해 상호작용적 언어자질들을 많이 사용하는 반면, 정보전달적 언어자질들을 적게 사용하는 것으로 나타났다. 아울러, 중국 대학생들의 에세이 전반에 걸쳐 중국어의 언어적 자질들의 영향이 강하게 나타나고 있어서, 외국어 학습 과정에 모국어의 전이가 활발하게 이루어지고 있음을 확인하였다. (숭실대학교)

The purposes of this study are to analyze and identify problems in the writings of foreign students, and to suggest teaching methods based on these in order to improve foreign students’ problem-solving writingskills. This study aimed to identify the difficulties they have during problem-solving writing, which accounts for a large portionof writing activities in college, and to reflect them in education. First of all, the composition form that problem-solving writings need to have and their content were selected based on the results of earlier studies. A total of 54 problem-solving writings of foreign students who study in a language institute in Korea were also analyzed to identify problems found in their problem-solving writings. To assess the collected problem-solving writings, their content was evaluated based on the existing evaluation criteria using the following items: thematic clarity, argument validity, and diversity and unity of content. From the aspect of composition, the logicality and systematicity of composition were evaluated. The collected writings were analyzed based on these criteria, and learners were found to have difficulties in writing logically with various grounds in content, and difficulties inlogically composing a piece of writing. In particular, compared to the group of learners whose proficiency was high, the group of those whose proficiency was low showed this tendency more. Based on the results, this study suggested different teaching methods depending on the level of proficiency: focusing on logically writing an argument and grounds for the group of high proficiency; and adding activities of finding various grounds and strengthening structural learning for the group of low proficiency. (Ewha Womans University)

This study investigates differences between international students and Korean undergraduates in terms of discourse structure, patterns, and linguistic features of course registration inquiries. The administration office visit inquiries regarding the course registration from a total of 23 international students and 14 Korean undergraduates were recorded and transcribed employing the Jefferson transcription system. The data were inductively analyzed and coded with the use of NVivo 12 Pro. The three significant differences were found between two groups: In the international students’ inquiries, (1) they had difficulties in predicting a distant adjacency pair; (2) their competence of target linguistic items was lacked; and (3) the way they request was insufficient in terms of politeness and validity. Based on the results, some pedagogical implications were suggested. (Ewha Womans University)

This study is a statistical analysis of Korean language learners’ vocabulary usage according to the learning proficiency. This study was analyzed using a large Korean learner corpus built by the National Institute of Korean Language. Korean language learners used 249 words and 97 types on average, and as Korean language proficiency increased, the number of words increased by 163 and word types by 54 on average. In addition, as a result of analyzing the use of educational vocabulary of Korean language learners, as the learner's level improved, the percentage of beginner’s vocabulary decreased and the percentage of intermediate and advanced vocabulary increased. At all levels, the basic vocabulary was used a lot. As the learning level improved, the types of words used increased, but the use of high-level words did not increase significantly. The use of high frequency vocabulary by Korean language learners decreased more slowly than Koreans’ use of modern language. The ratio of use of educational vocabulary between advanced Korean learners and modern Korean is very similar. However, advanced Korean language learners used fewer advanced vocabularies than Koreans. Among the high frequency vocabulary, vocabulary with basic semantic function showed consistent usage regardless of Korean language proficiency. Also, the vocabulary usage pattern by theme was different according to the level of Korean language proficiency. (Cyber Hankuk University of Foreign Studies)