The purpose of this paper is two-fold: (a) to revisit explicit teaching of chunks in the EFL classroom and (b) to introduce a ‘natural’ model of how to deal with chunks in the EFL classroom. The target is college students who have an intermediate or low intermediate level of English. In order to do this, the romantic comedy, How to be Single (Ditter, 2016) is going to be chosen. Some of Alice’s utterances in the film is selected to build up the model. The ‘natural’ model is divided into 4 stages. The first stage is a translation activity in which repetition and frequency is used. The second stage is a memorization activity in which chunking practice implicitly proceeds. The third stage is an awareness activity in which the concept of chunks is receptively recognized. The last stage is an interaction activity in which chunks are productively used. Through the first stage, it is expected that teachers would learn why chunks occur in daily life. In the second stage, teachers could understand why chunking is needed. After the third stage, EFL teachers should come to understand who is going to take responsibility for handling chunks - teachers or students. In the last stage, students will come to realize why chunks are important in communication. Further issues will be discussed. (Kookmin University)

This paper is to analyze the relationship between war and existentialism in Stephen Crane’s The Red Badge of Courage and Ernest Hemingway’s A Farewell to Arms. As Crane and Hemingway all share a tragic perception of our life and fate, they are especially sensitive to extreme and absurd situations of human existence such as war, fear, and death. In The Red Badge of Courage based on the Civil War, Crane reveals men’s critical and selective situations against the fear of death. In this novel, Crane satirizes the heroic myths of war by using various literary techniques such as ironies, symbols, images of colors, and psychological realism. Like Crane, Hemingway, also, represents the tragic condition of human existence in A Farewell to Arms which is based on his personal experience during the First World War. Frederic Henry, the protagonist, also escapes from the war front for a strong aversion and detestation of war. Unlike Henry Fleming in The Red Badge of Courage, he doesn’t want to be a war hero, but he reveals the absurdity of human destiny by using his unique hard-boiled and understatement style. Even though there are many similarities and differences in their works, it is clear that both Crane and Hemingway show a deep existentialism in their war novels through various literary devices. (Chungnam National University)

Ellen Johnston, a Scottish working-class woman writer, and her readers conversed through writing poems on the pages of the Penny Post, a Glasgow-based working-class periodical, thereby forming a working-class poetic community. Some of their poetic conversations are included in the “Poetic Addresses and Responses” of Johnston’s Autobiography, Poems and Song of Ellen Johnston, the Factory Girl, and it is an important poetic utterance by working-class people. The literary community formed out of the poetic conversation between Johnston and her readers is important in several ways. First, the poetic community helped working-class people recognize their own poetic talents that the contemporary upper classes were reluctant to acknowledge. The working-class people also learned that the working-class life was worthy of poetic expression. Many poems of the poetic community made a strong critique of the contemporary social problems that oppressed the working-class people. The emphasis on Scottish dialects and culture within the community also served as a strong protest against the political and cultural domination of England over Scotland. Lastly and most importantly, within the literary community Johnston and her readers helped form, life and literature were not separated but unified together, which makes modern readers think about what role literature should play in human life. (Hannam University)

This study was intended to see how There existential sentences are realized in English-Korean translation under the notion of information structure using Lambrecht’s focus structures. The target texts are three translated versions of Pride and Prejudice by Jane Austen. After the study, it was founded that there are more different versions of translation in the sentences with negatives than with quantifiers. That is because the ones with negatives are a predicate-focus structure where verbs have more variables to be translated. On the other hand, the ones with quantifiers are an argument-focus structure in which a quantifier itself does not have many versions of translated counterpart. There existential sentence is one of the unique and efficient ways of English to focus certain nouns with negatives and quantifiers as well as to introduce a noun as new information. English writers use this specific sentence for the specific reason and it should also be realized in translation. (Halla University)

The purpose of the current study is to investigate preservice teachers’ and in-service teachers’ beliefs about English teaching and learning in terms of an ideal teaching situation and a preferred lesson plan. For the study 50 preservice teachers and 38 in-service teachers were asked to write freely their thought about an ideal English teaching and learning situation and choose their preferred lesson plan among three. The data were submitted to statistical analyses and content analysis. The overall findings were that the preservice teachers’ belief in English teaching and learning was significantly different from that of the in-service teachers, and that the preservice teachers lacked in academic knowledge related to English education and on-sight practical teaching experiences when compared with their counterparts. The teacher education researchers and practitioners are required to take into account how to construct preservice teachers’ desirable belief in how to teach English effectively based on the findings of the current study. (Chungnam National University)

Summary writing is a must-have skill, because information, predominantly in English, is flooding worldwide and for non-native English speakers inundated with English written texts. To date cumulative studies on summary writing have been undertaken on the grounds of its pedagogical significance. In order to summarize years of research, this meta-analysis is devoted to elucidating the effects of summary writing on Korean EFL students’ language learning outcomes in terms of the following categories: publication types, treatment period, school type, and reading material type. A comprehensive meta-analysis of 35 research findings was performed to synthesize the study results by calculating the mean effect sizes. First, the results indicated that the mean effect size of summary writing intervention was .721, indicating that implementing summary writing in class had beneficial effects for Korean EFL learners in general. Second, it was also identified that more than 9-week treatment period was more inclined to be effective than shorter period. Moreover, the effect size in authentic materials were higher than contrived texts. Among the dependent variables, the effect sizes in reading and writing were bigger than in vocabulary. The insights from this meta-analysis hold remarkable implications for summary writing practices (Jeonju University, Wonkwang University).

We comparatively analyse the English N-Ving N type compound nouns and their Korean equivalents, and reach the following conclusion. First, the morphological structure of N-Ving N type compound noun is unique; there are nouns in the first and last constituents and -ing ending in the middle verb. Second, since the -ing of this compound noun originates from the present participle and gerund, its meaning is maintained in two-word N-Ving type compound word. But when it becomes a three-word N-Ving N type compound, the two preceding constituents modify the following noun. Third, when these compounds are compared with the Korean equivalents, there are many cases with similar meanings, and a few cases different. These support the theory of Onomasiolgy that expresses the same object in various ways. (Korea Baptist Theological University/Seminary)

The learning of culture is an integral part of language learning and education. Culture, empathy for other people, and global awareness are important elements in the teaching of foreign languages at the elementary school level. 2015 revised English national curriculum are based on four key competencies: English communicative competence, self-managing competence, knowledge information competence, and consideration and tolerance of the others. This paper is related to the community competence and the elementary English textbook based on the 2015 revised national curriculum are considered the necessity of English cultural instruction in English language classroom. The purpose of this study is to analyse comparatively the contents of the culture, teaching technics of the culture, and the integration of language and cultural contents in 2 types of English textbooks for 5th and 6th graders based on 2015 revised national curriculum. Also this paper suggests a few suggestions for choosing and developing useful cultural elements and strategies for elementary school English language teaching. (Gongju National University of Education)

According to Schmelzer (Feb., 2020), there are at least 45 Machine Translation (MT) companies operating around the world, letting alone the super cloud vendors such as Amazon, Google, Microsoft, and Facebook, etc. Although the accuracy of machine translation has always been a challenge, the recent technological advances seem quite striking. Among those, an AI-enhanced Google Neural Machine Translation (GNMT) is perhaps the most versatile MT in the world, as many have accepted. In 1999, Jackendoff has argued that no matter how simple grammatical matters might seem at first sight, even the most advanced computers are no match for the abilities of the human brain. Jackendoff (1999), not having done any actual implementation of his data-set, Hong (2020) has tested what is referred to as, “Jackendoff’s problem”, using AI-based Google Neural Translate (or GNMT). In this paper, on the basis of Hong’s pivot study, it is confirmed that GNMT makes a series of errors in its phonetic outputs of particular words in some specific constructions. As a sequel of Hong’s study, the current paper thoroughly compares English Causative Imperatives and Perfective Aspectual Interrogatives, arriving at the conclusion that in spite of the phonetic errors that GNMT has produced, the corresponding semantic interpretations are normal and non-erroneous. It is argued that GNMT’ erroneous phonetic outputs are closely related to the structural ambiguity between the causative imperative construction and the perfective aspectual interrogatives, whereas its matching semantics is with no such errors. The implications of this research apparently show that GNMT, as the way it is at least, has separate parsing algorithms for semantics from its phonetic/phonological components.

The present article examines the French logician and grammarian Pierre de La Ramée’s (1515-72) grammatical theories, which are built upon his unique logic and method, and investigates his profound influence made upon the great English classicist and playwright Ben Jonson’s English Grammar, which was printed posthumously in the 1640 Folio of his complete works. Rather than follow the traditional Latin grammatical descriptions and classifications, Jonson faithfully took up those of La Ramée’s, which are formal: they rely neither on meaning nor on the categories of logic but, almost exclusively, on the relations between actual word forms. Adhering to La Ramée, Jonson preserved the medieval Latin eight parts of speech, and regarded number as the principal category for grammatical classification since La Ramée demanded purely formal criteria for their identification. In addition, Jonson stressed the current usage of native speakers with La Ramée’s influence. In spite of Jonson’s acknowledgment of the difficulties of the grammar writing and his negative evaluation of his achievements, he is remembered as a prominent grammarian and his grammar as “the first as well as best English grammar.” (Chungnam National University)