K-Pop made an attempt to creatively mix and compromise various musical elements from all parts of the world; thus expanded itself to be the leading role in Hallyu, the Korean Wave. The hybrid form of K-Pop is presented not only in musical genre but also in lyrics and pronunciation. The fusion of K-Pop lyrics overcome hearing difficulty due to language difference for global audience and emerged as an exotic freshness to them. This paper closely examined the diction fusion of K-Pop when a chord changes into another, juxtaposing pronunciation system of Korean and English. Furthermore, the study is based on the juxtaposition of pronunciation system of Korean and English: types of diction change for rhythm, types of diction change for English pronunciation of Korean consonant and vowel, and types of diction change for English pronunciation of Korean lyrics in order to match the English lyrics and the rhyme. This research investigated the diction fusion phenomenon of K-Pop lyrics by comparing the pronunciation system of Korean and English; and thus, this research can be distinguished from any other original research result. The paper expects the diction fusion of K-Pop lyrics to be taken in various areas and this new Korean Wave to continue.

The purpose of this study is twofold: to examine the characteristics of reading passages' themes of the current North Korean High school English textbooks, and to find out the similarities and differences between North and South Korean textbooks in terms of the above characteristics. To this end, we analyzed three North Korean English textbooks and the related national curriculum which were revised in the Kim Jong-un era. The results show that topics such as science and environment were introduced most frequently in the English textbooks. In addition, various topics such as school life, foreign cultures and stories appeared in the reading passages in a balanced way. This confirms that North Korea attempts to teach English through themes of a wide range of topics. And some materials that support socialism and the Kim Jong-un regime were also found. Interestingly, compared to previous studies, no materials containing anti-American or anti-South Korean attitudes were found. Comparing the contents of two Koreas' English textbooks, we found that English textbooks in North Korea deal with themes similar to those in South Korea that follow the standards set forth in our curriculum. Through this study, we hope to understand a glimpse of reality, which is reflected in the textbooks, of North Korea's English education.

The main purpose of this study is to investigate the acceptability of the emerging phenomenon of the Korean pre-final ending '-si-', in which '-si-' seemingly respects inanimate subjects, with the experimental method widely used in the areas of experimental syntax. In experiment 1, participants rated the acceptability of various sentences, including inanimate subject sentences with or without the honorific marker '-si-'. Results in experiment 1 showed violation effect on the use of '-si-' in sentences with inanimate subjects comparing to human, respectable subjects. This result suggests the possibility that Korean speakers have not accepted this new usage of '-si-' as grammatical. We also tested the hypothesis that the inanimate subject honorific '-si-' is used for pragmatic reasons, specifically, face-saving motives in Brown and Levinson's politeness theory. In experiment 2, the acceptability of the use of '-si-' in inanimate subject sentences in face-threatening contexts is tested. The findings of this experiment show that the ungrammatical usage of the ending '-si-' is likely to be a strategic usage to preserve the face between conversation participants.

This study sets out to investigate whether English skills-based international students' attitudes toward Korean have changed after studying Korean language over the last one semester. Twenty-eight international students who entered into the university based on English skills participated in two questionnaire surveys in March and September 2019, respectively. The results showed that their attitudes toward Korean changed positively, particularly in the interest in learning Korean and favoritism of Korean people. In addition, the fear of learning Korean had been weakened over the last six months, which can be a good sign in improving Korean proficiency. The degree of exposure to Korean, Korean people and Korean culture, including the number of students who had a part-time job increased. When the level of English skills was applied to the attitude changes as a variable, the attitudes toward Korean did not change proportionally as per the level of English skills. However, it was noticeable that attitudes of the group in the highest level of English skills changed in the most positive degree. Looking at the results of this study, it is possible to suggest that the attitudes can change positively after taking a Korean language study, which is likely to affect the degree of exposure to Korean, Korean people and Korean culture. In addition, the results of the study may strengthen the belief that the international students who entered into the university based on English skills are able to complete their studies in Korea successfully as long as they are learning Korean language in the university.

The aim of this study is to investigate the idea that the pragmatic marker1) (henceforth PM) anyway is oriented to attributes of spoken language and reciprocal actions, paying special attention to how its use is embedded in the circumstance of the turn-sequences through which the host and his guests exhibit exceptional orientations in the American television talk show (henceforth ATTS) Larry King Live. Throughout the analysis in regard to the sequences of chaining of the PM anyway, it was found that the use of anyway exhibits multifunctionalities, which for both host and guests were found in the roles of the unassociative stance marker. This marker ordinarily has the multifunctional discursive functions to cease, concede, resume, digress, append, intensify, renounce, terminate, and dissent from a topic in a stalemate. In terms of the issue of imbalance in the use of anyway, the tokens of anyway were largely found in the utterances of the guests, rather than those of the host. It may be speculated that the equilibrium of power in the ATTS tends to be slanted toward the guests. The multifunctionalities of anyway between the participants connote unassociative stances in their correlations since they may use anyway to signal that they do not intend to continue to utter, take, or hold the floor any longer with respect to disturbing or avoidant circumstances.

The purpose of this study is to analyze English learning styles of Korean high school students participating in a native English teacher's class, and to discuss the roles of a co-teacher in improving the effectiveness of a native English teacher's class. In this study, the learning styles of students were verified through a confirmatory factor analysis based on a structural equation model (SEM). The students who participated in the native teacher's class showed four learning styles: active participation, goal orientation, systematic control, and sustainable interaction. Considering these four styles, the co-teacher should continuously provide feedback to the native English teacher's lesson plan and materials so as to make students' desire of the class properly sustained and improve the effectiveness of English learning. In addition, a co-teacher should discuss classroom English convincingly with a native English teacher. It improves a students' understanding of a native English teacher's speaking, while encouraging students to share the goals of class with him or her, overcome cultural differences and internalize a positive emotional bond in the class.

The Linguistic Association of Korea Journal, 27(4), 91-103. Contrary to Pascal's (1965) claim, the simple present tense (SP) in the narrative told in the preterit in The Pilgrim's Progress signifies more than experiences of daily affairs, and we may categorize the SP in Pilgrim's Progress into three types: first, SP describing eternal truths, timeless statement, or generics, focusing on eternal truths, such as eternal dwelling in Heaven with the eternal God, the eternal invitation to all human beings from the eternal God, and being alert and on guard as a true pilgrim shown in “true pilgrimage,” awakened from spiritual slumber. Second, the SP is also used as the historical present (HP), to convey a vivid description of a certain past event, giving the reader a feeling of being there as an observer, such as conveying the threat of Giant Despair through the use of SP forms like getteth (gets), goes, falls, and beats, and thereby warning against falling into true despair. Finally, SP also describes an ordinary life in the sense that John Bunyan's main purpose is to describe what an ordinary person (an everyman figure) is likely to experience daily in the trials and adventures encountered traveling from his/her home, the worldly city, to the heavenly kingdom. The excellence of Bunyan's writing lies in his success evoking in his readers the daily reality of the story he presented as his dreams by employing SP with three types of function.

This case study aims to find out the differences between in-class presentation and vlogging by comparing the scores of the five presentation assignments by high school students in South Korea. The findings revealed that the vlogging group showed higher presentation grades as the study progressed in the categories of grammar, elocution and speed, eye contact, and non-verbal communication compared to their peers who did presentations in class. However, the confidence scores were higher for the in-class presentation group in the beginning but ended up the same for both groups in the last assignment. To find out the student's perceptions about presenting in class and vlogging, a survey was administered. All the participants regardless of the groups they were in said that they feel more confident after the presentation assignments and thought their English speaking skills have improved after the oral presentations. The students in the vlogging group seemed to prefer using cell phones to record their presentations and the in-class presentation group seemed to like giving presentations to a live audience except one student who said she prefers vlogging. Therefore, this study suggests using both methods in an English class or giving options to students to choose the form of presentation but suggests that vlogging may have better results.