This study examines the opening utterances in service industry contexts for Koreans. The service industry was divided into the public sector, such as community centers, provincial offices, and health centers and the private sector, such as cafes, banks, and stores, to investigate the differences in the utterances. The opening utterances in service were observed and written down by university students for a semester in 2019 and analyzed for their pattern and frequency in use. The findings in the study are as follows: For Koreans, as opening utterances in the public sector, 1) 'Mu-eos-eul do-wa-deu-lil-kka-yo?' ('What can I help you?') and its variants are used most, 2) 'An-nyeong-ha-se-yo' ('Hello') the second most, 3) 'Eo-tteon-il-lo o-syeoss-eo-yo?' ('What for do you come?') and its variants the third most, 4) 'Eo-seo o-se-yo' ('Welcome') is followed by, and 5) 'Eo-tteoh-ge o-syeoss-eo-yo?' ('How do you come?') is used least. In private sector, on the other hand, 1) 'Eo-seo o-se-yo' and its variants are used most, 2) 'An-nyeong-ha-se-yo' the second most, 3) 'Mu-eos-eul do-wa-deu-lil-kka-yo?' the third most, 4) 'Eo-tteon-il-lo o-syeoss-eo-yo?' and its variants are followed by, and 5) 'Eo-tteoh-ge o-syeoss-eo-yo?' ('How do you come?') is used least. The utterances but a few were initiated by the officers or employees in the service. This study contributes to the study of pragmatics for Koreans first investigating the features of opening utterances in service in depth and calling attention to the use of 'Eo-tteoh-ge o-syeoss-eo-yo?' which might be interpreted as 'Why do you come here?'.

The primary purpose of this study was to track the English word recognition development in a cross-sectional study. Four kinds of tasks were conducted: an English word recognition task, an English phonological awareness task, an English orthographic awareness task, and an English morphological awareness task. For this study, 132 third grade elementary school students and 119 sixth grade elementary school students were recruited, respectively. The first outcome showed that English phonological awareness was an important component for successful English word recognition and English unfamiliar real words, respectively, for third grade elementary school students. The second result revealed that English orthographic-/morphological awareness also predicted a significant amount of unique variance for English word recognition, English unfamiliar real words, and English pseudo words, respectively, for sixth grade elementary school students. These results are consistent with the linguistic structure hypothesis that word recognition was largely affected by phonological awareness for L2 beginning learners, whereas the contribution of orthographic-/ morphological awareness increases significantly over time.

In an attempt to find a pedagogic alternative to the traditional comprehension-focused practice of English language teaching in China, the present study investigated the effectiveness of the production-oriented approach (POA) on Chinese college students' acquisition of grammar. Two groups of first-year college students (N = 92) participated in an intensive English course for four weeks. They were assigned randomly to either the comprehension-focused class or the POA class. Their acquisition and production of three target grammatical forms ― past perfect, temporal clauses, and passive voice ― were assessed through a pretest, an immediate post-test, and a delayed post-test. Results revealed that the POA group gained significantly more than the comprehension group in all the representational and productive accuracy measures. This suggests that the POA not merely helps learners to enhance language production skills but also enables them to be more conscious of grammar and use it accurately.

This study focuses on unnecessary adaptation, where a source language structure is repaired even when the foreign form would have been faithful to the structure of a borrowing language. One example of this sort of accommodation is found in Korean loanword adaptation; Korean speakers tend to adapt English words ending in stops with vowel insertion even though Korean phonotactics allows word-final stops. This study considers two possible hypotheses to explain this vowel insertion, i.e., adaptation-in-production vs. adaptation-in-perception, and reports on a perception experiment designed to decide between the two approaches. In a categorization task, Korean participants categorized English stop-final and vowel-final nonce forms in a forced choice task where they were asked whether the form ended in a consonant. The experimental result showed that the Korean participants were more likely to identify a final English stop as stop-vowel when the stop was released than when it was unreleased. This finding was consistent with the adaptation-in-perception approach, indicating that the apparently unmotivated vowel insertion in Korean listeners results from their misperception of the English words rather than a production grammar maintaining perceptual similarity between English and Korean forms, and that the illusory vowel perception is correlated with the audible release bursts of the English final stops.

Jejueo pedagogical materials reflect previous mis-analyses of the language's verbal morphology. The current study attempts to identify those errors and to offer a corrective reanalysis. Problems with traditional proposals are traced to the influence of an over-reliance on syllable structure in the use of Hangeul to spell Jejueo as well as to a disregard for phonological phenomena resulting in the mis-segmentation of verbal suffixes. The current analysis takes account of common phonological phenomena in Jejueo: re-syllabification and allomorphic variation after 's' (ㅅ). The proposed tense and aspectual markers are the perfective marker -eos (엇), the continuative marker -eoms (□), the non-past markers -eun (은) and -neun (는), and the past tense marker -eon (-언). This new view of morpheme segmentation enables us to better identify the intricate system of the verbal morphology in Jejueo while providing a basis for identifying other suffixal forms with which they combine.

The purpose of this study is to evaluate the two contrasting claims for the order of inflectional morpheme acquisition in English as L2: the natural order hypothesis and the hypothesis claiming L1 effects as a fundamental factor. This study also investigates two additional factors that may influence the acquisition of L2 English morphemes: the learner's English proficiency level and the data elicitation method. For this goal, it involves 38 Korean and 38 Mandarin Chinese learners of English in college, each group of which is in turn divided into two sub-groups according to their English proficiency level. The accuracy scores for six English inflectional morphemes are obtained from two tasks, a freewriting task through journal entries and a fill-in-the-blank type test. Then the results are compared according to the various factors using Spearman's rank-order correlations based on TLU (target-like use) scores. The results of this study indicate that different L1 groups of the same proficiency level show different acquisition orders, neither of which supports the natural order hypothesis. The data elicitation method and English proficiency, however, do not seem to significantly affect the order of English morphemes. Based on these results, this study concludes that L1 plays a major role in English inflectional morpheme acquisition by EFL learners. It is also noted that input frequency and the amount of classroom instruction can be other important factors affecting English morpheme acquisition, suggesting the need to increase the inputs of low-ranked but important morphemes in the classroom.

In this paper, I attempt to demonstrate that wh-question formation in Korean involves movement of a Q(uestion)-particle. Along the lines of Q-movement by Cable (2010) and Hagstrom (1998), I argue that the wh-question in Korean is derived by the movement of the Q-particle. This mechanism accounts not only for how the interpretation of the wh-word is achieved by the Q-particle but also for why the wh-word in Korean remains in situ. I argue further that the EPP on C is involved in successive cyclic Q-movement in Korean, which accounts for certain alleged island effects in Korean.