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논문검색은 역시 페이퍼서치

Journal of Pan-Pacific Association of Applied Linguistics (Journal of PAAL )검색


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 반년간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1345-8353
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 5권 1호 (2001)

Unmarkedness and Variability in English Loanwords

( Yong Jae Lee ) , ( Hyeon Kwan Cho )
4,500
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This paper proposes that phonology for adopted English words is independent of native Korean phonology in the aspects of syllable structures. I show that unmarked syllable structures emerge when English loanwords are adopted into Korean and argue that within the framework of Optimality Theory, loanword phonology and native phonology can have different constraint hierarchies. Further, I show that loanwords do not have a single pattern and must be categorized into several types, which bear different constraint rankings. Loanword phonology should have a multiple constraint ranking rather than a single constraint ranking.
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Recently in-service instruction is generally regarded as essential to becoming proficient or excellent teachers. However, the current in-service programs have a lot of problems which should be solved for the purpose of fulfilling the goal of English teaching in primary and secondary schools. This paper is to suggest effective solutions for these problems: I) The primary requirement of in-service program is that English teachers should have a good command of English language skills; 2) The establishment and operation of curriculums (subjects) should be carried out systematically considering the following factors: (i) the needs of teachers; (ii) a c1ient centered approach; (iii) attention to bottom-up processes; (iv) reflective thinking and evaluation; 3) Informal training (self-study) as well as brmal in-service teaching should be developed simultaneously and continuously; 4) There should be interactions between classroom teaching and in-service training; 5) The qualification of English teachers should be refined in order to meet the professionals`` level.
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This study investigated learner variables of Korean university students and explored the relationships of the variables to English language proficiency. Four instruments, the Strategy Inventory for Language Learning (SILL), the Perceptual Learning Preferences Survey (PLSP), the Beliefs about Language Learning Inventory (BALLI) were administered to sixty university students in Korea to identify their learner variables. Their English proficiency was measured by the Test of English for International Communication (TOEIC). The results of the study are as follows: the correlations between strategies and proficiency were significant while the correlations between styles and proficiency and between beliefs and proficiency were insignificant. The results suggested that strategies are the best predictors of proficiency, especially cognitive, compensation, and metacognitive strategies. The pedagogical implication from the results is that EFL courses should involve strategy training.
4,500
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The contraction phenomena in English (e.g. wanna contraction in the current paper) exhibit a situation, in which contraction is blocked by the presence of the movement trace. In the generative grammar framework (Chomsky, 1977; Chomsky and Lasnik, 1977, 1978; Jaeggli, 1980; Uriagereka, 1998), the presence of a trace between want and to is visible (e.g. Teddy is the man I want ..L to succeed), therefore, contraction over these two elements is not allowed. The source of the constraint is assumed to be from UG as it pertains to the structure of English. I am interested in observing whether the constraint is available to adult learners of English in the light of UG availability in second language acquisition. Korean learners of English were tested with a grammaticality judgment test on contraction constraint in possible and impossible situations. While some of them obeyed the constraint, many did not. The presence of many overgeneral speakers casts doubt on the general availability ofUG.
5,500
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A linguistic approach to the study of language acquisition is based on two tenets: (a) the workings of language must be studied through a combination of grammatical analysis and psycholinguistic experimentation, and (b) understanding how a particular language is acquired often requires cross-linguistic comparative research. I illustrate the value of these tenets ;vith the help of two phenomena-the dative alternation in the acquisition of English as a first language and relative clauses in the acquisition of English as a second language.
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The purpose of this paper is to investigate the listening process of less proficient Japanese EFL learners. Specifically, it focuses on whether they tend to rely on bottom-up or on top-down processing, on which opinions are divided among researchers. In order to answer the question, four short passages were prepared and two different measures were taken: the idea unit analysis and the analysis by local and global question type. Participants included 91 university students (80 male and II female) in Tokyo. The results obtained indicate that the less proficient the listeners become, the more they tend to rely on bottom-up processing. It is assumed that the participants were not able to activate more cognitively demanding skills (top-down processing), simply because they preoccupy themselves with extracting information from the text instead of focusing globally on the whole story.
5,300
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During past decades, research in L2 reading has focused on the relative importance of the main factors in L2 reading: L2 linguistic competence and reading ability. The present study investigates the effects of L2 linguistic competence on L2 reading in terms of its accountability for L2 reading comprehension and relationship with the use of reading strategies. The data were collected through a survey and tests of Korean reading ability, English reading ability, English grammar and vocabulary from 90 Korean learners of English, and analyzed by various statistical procedures. The findings were as follows: (1) L2 linguistic competence had greater effect on unsuccessful readers than on successful readers, whereas the L2 reading scores of the readers beyond a certain level of L2 linguistic competence were strongly correlated with those of Ll; (2) readers`` L2 linguistic competence was a significant predictor in using reading-oriented skills and the employing of reading-oriented skills was related with L2 reading comprehension. These findings suggest that readers`` L2 linguistic competence be a crucial factor in the effective reading instruction, and improvement of their grammar and vocabulary to a proper level is a necessary condition to make the most use of their reading skills.
5,300
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This paper aims to provide some techniques converged from two different angles (learners and tourism English features) for effective tourism English teaching in junior college in Korea. For this, comprehensive methods were undertaken: a questionnaire for learners`` needs analysis, an instrument designed by Xiao-hua and Naerssen (1987) for learners`` strategies for oral communication, a small-scale classroom study for learners`` preference of teaching techniques; interviews for the feature of tourism English teaching. It is suggested that the specific knowledge of the content and the basic expressions of the content be first identified, and then, interaction, an essential factor, be focused on provoking learners`` strategies for communication, and be placed on a continuum from predictable interaction to language practice, along with various groupings, support of grammar knowledge when necessary.
5,800
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English language teaching profession in Korea has been blamed for students`` inability to use English for communication in real life situations. One of the main reasons for this inability lies in teachers themselves. In EFL situations teachers are the only ones who detennine the type of instruction and control for quality as well as quantity of input. So to help students become communicatively competent, it is urgent that teachers should be well prepared to meet such needs of students. The focus of this paper was on promoting teachers`` communicative competence, particularly sociolinguistic ability through in-service training programs. To achieve this goal, it divided a training program into two stages (i.e., preliminary, and developing & application) in which attempts was made to strengthen and deepen teachers`` awareness of sociolinguistic use of an L2.
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This thesis focuses on the patriarchal aspect of Welles`` Othello and the pedagogical uses of the adapted films including Welles`` film. This thesis consists of three parts. The first part examines how Orson Welles`` Othello, the filmed version, uses the space. He places men and women into a different scope, thus revealing his patriarchal vision. The second part focuses on the sharp differences between the narratives of Othello and those of Desdemona. The narratives Welles uses portray Othello as a self-centered being and Desdemona as a powerless and weak woman who suffers death as a result of her love to Othello. The narratives emphasizes the patriarchal hierarchy. The third part studies the pedagogical uses and effects of the adapted films, such as Welles`` Othello and provides Shakespeare in Love as one of the effective tools for the classroom.
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