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범태평양 응용언어학회> Pan-Pacific Association of Applied Linguistics(PAAL)> Contrastive Analysis of the Russian and Korean Classifying Nouns “Type” and “Kind”

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Contrastive Analysis of the Russian and Korean Classifying Nouns “Type” and “Kind”

Hak Soo Yoo , Raisa Alexandrovna Kulkova , Andrea Rakushin Lee
  • : 범태평양 응용언어학회
  • : Pan-Pacific Association of Applied Linguistics(PAAL) 23권1호
  • : 연속간행물
  • : 2019년 06월
  • : 143-159(17pages)

DOI


목차

1 Introduction
2 Theoretical Background
3 Methodology
4 Results and Discussion
5 Conclusion
References

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초록 보기


						
This corpus-based contrastive analysis examines the Russian classifying nouns, tip (type) and vid (kind) as well as the Korean classifying noun yu-hyeong and jong-nyu. In the Russian language, the use of the words tip and vid depends on characteristics and the general contents of the text. In addition, in strictly special scientific texts dealing with the systematization of any objects, these words represent different levels of the classification grid (objects are divided into types and types into kinds), and in non-scientific texts they can become synonyms (different types = different kinds of objects). The Korean scientific text classifying words yu-hyeong and jong-nyu also represent different classification levels (higher - yu-hyeong, lower - jong-nyu). But in non-scientific texts, the word jong-nyu is most often used. This suggests the possibility of changes in the meaning of the Russian words tip and vid depending on the characteristics of the text, which is not seen in the words yuhyeong and jong-nyu in the Korean language, as well as a greater permeability of scientific-style vocabulary to non-scientific Russian texts. Understanding how these words are used from a comparative standpoint can be beneficial for translators and aid in developing practical curriculum for Korean students studying Russian as a foreign language.

UCI(KEPA)

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  • : 1345-8353
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  • : 연속간행물
  • : 1998-2019
  • : 360


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1L1 and Gender Effects in Korean Learners' Production of English /s/

저자 : Misun Seo

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 1호 발행 연도 : 2019 페이지 : pp. 1-14 (14 pages)

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This study investigated the influence of L1 allophonic rule, L1 segment articulation, and gender in Korean learners' production of English /s/ in two different contexts (i.e., before a high front vowel vs. elsewhere) and at three different proficiency levels in English (i.e., low vs. intermediate vs. high). The influence of the Korean allophonic rule realizing /s/ as [∫] before a high front vowel was not attested. The low and intermediate groups did not exhibit any significant difference between English /s/ before a high front vowel and English /s/ elsewhere regarding centroid frequency (CF). This result illustrates that the low and intermediate groups did not differentiate the articulation of English /s/ in the two contexts regarding its place of articulation. In addition, the high group illustrated a significantly higher CF for English /s/ before a high front vowel than for English /s/ elsewhere, illustrating that the high group pronounced English /s/ before a high front vowel in a more front region of a vocal tract. All the three groups of Korean learners showed significantly higher CF for English /s/ occurring in the context elsewhere in comparison to the native English group, and this may have been due to the influence of an alveo-dental or dental articulation of Korean /s/ (Lee, 1996; Sohn, 1996). Finally, gender effects were attested in the production of English /s/. Male Korean groups at three different proficiency levels in English showed significantly higher CF and PAF (Peak Amplitude Frequency) than the male native English group when pronouncing English /s/ while there was no significant difference among the female groups. It is required to examine whether an alveo-dental or dental articulation of Korean /s/ is more frequently observed in males' speech than in females' in order to say that the result of English /s/ in this study occurred due to the influence of the articulation of Korean /s/.

2An Interlanguage Study of L2 Mental Lexicon

저자 : Suparuthai It-ngam , Sudaporn Luksaneeyanawin

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 1호 발행 연도 : 2019 페이지 : pp. 15-36 (22 pages)

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This interlanguage study examines the L2 mental lexicon of Thai EFL learners with different degrees of language exposure- i.e., the high exposure group and the low exposure group. The scores from the English Language Exposure (ELE) Questionnaire were used to select the two groups of participants. To explore the lexical processing and the organization of the mental lexicon, two psycholinguistic tasks were employed: lexical decision task (LDT) and word association task (WAT). The LDT was used to investigate the semantic priming effect of the prime on the target words which in this study are the frequently cooccurring words or the lexical collocations of the verb + noun in the Thai learners of English with high and low exposure to English. The results exhibit that the collocational processing is faster than the noncollocation. However, the difference is not outstanding. The WAT (McNeill, 1966) was conducted to investigate the organization of L2 learner's mental lexicon or the association between the words prompted and their networks. The findings indicate that the L2 mental lexicon is mostly meaning-based. The majority of links between words in the mental lexicon engages meaning and concept. The results support the interlanguage phenomenon that the two groups of participants have different mental lexicon and different paths of lexical access. The learners with high degree of language exposure tend to have the stronger links between English words in the lexicon than the learners with low exposure. The high-exposure learners produce more meaningful responses than the low-exposure learners do. The production of phrases and chunks by the high-exposure learners is considered a characteristic of native speakers. On the other hand, the production of the low exposure group exhibits the L1 transfer found common in EFL learners.

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The purpose of this study is to explore how students' anxiety about learning English and their perception of their English communicative competence change through participating in a five-day English camp. Eighteen first-year university students majoring in English language and cultures participated in the camp. The participants were randomly selected among more than 50 students hoping to participate in this camp. During the camp, they were obliged to communicate only in English with each other as well as the instructors. In this study, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Perceived English Competence Scale (PECS) were employed in order to examine students' affective factors toward communicating in English. The FLCAS is a self-report measure of language learners' feelings of anxiety, consisting of 33 statements, which are reflective of language learners' anxiety in the foreign language classroom. The PECS, consisting of 12 items, measures the affective components of language learning. They were asked to complete a background questionnaire, the FLCAS, and the PECS before and after taking part in the camp. They were also asked open-ended questions before and after the camp for exploring factors which the scales might not reveal. The results indicate that participating in an English camp, even just for five days, had an influence on decreasing some students' anxiety factors and increasing their perception of English communicative competence. The findings can be considered to show that learners' English proficiency level has a relatively influence on the way of dealing with English communication. The significance of running English camps is also discussed from the perspective of the governmental policy of English education in Japan.

4The Translation of Thai Standard Amplifiers into English

저자 : Maliwan Bunsorn , Tongtip Poonlarp

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 1호 발행 연도 : 2019 페이지 : pp. 59-83 (25 pages)

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This study aims to explore cross-language intensification in affirmative sentences by examining the translation of standard amplifiers, words that scale upward towards an assumed norm to emphasize a quality of any entities, from Thai into English. The data comprises 602 parallel concordance lines with 17 intensifying patterns, which were drawn from a corpus of eight works of fiction in Thai and their English translations translated by qualified translators. The analysis of the data found that in the English translation, English amplifiers (e.g. very, really) were found with the highest frequency, followed by intensified lexemes and comparative and superlatives respectively. The findings suggest that the tendency to transfer standard amplifiers was through lexical (TL amplifiers, intensified lexemes, emphasizing adjectives) and syntactic means (comparatives and superlatives, exclamatory constructions, and metaphors), and that the selection was made in accordance with the context. Compared with the Thai standard amplifier maak2 'much-many', the linguistic devices used in the English translations tend to reveal a stronger force of intensity. The findings can provide pedagogical implications in translations. They, for instance, can raise students' awareness of the various linguistic forms used in transferring intensity expressed in the source text and also provide norms in translating amplifiers from Thai to English, which might be useful for students in translation programs. In addition, students may realize that if a literary work loses the expressivity of feelings or emotion, it becomes uninteresting and lacks vivacity, thus losing appeal to the TL reader.

5Comparing Summaries of a Narrative Story Produced under Different Conditions

저자 : Taeko Kamimura

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 1호 발행 연도 : 2019 페이지 : pp. 85-102 (18 pages)

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The purpose of the present study was to investigate whether Japanese university EFL students produce summaries of a narrative story differently under two different conditions: When they refer to the original text and when they do not do so. Specifically, the study examined the students' use of selection and deletion rules as well as paraphrasing strategies. Both quantitative and qualitative analyses were conducted. The results of the analysis revealed that, when they referred to the original text, the students produced summaries that included more idea units with details, longer and syntactically more complex sentences, and a variety of transitions. On the other hand, without the original passage, the students wrote summaries that were concise, with the focus on main idea units, and that used syntactically less complex sentences, but extensive paraphrases. These results suggest that EFL teachers need to carefully examine the use of the original text in a summarizing task. Producing a summary without an original text is seldom practiced in regular EFL classrooms in Japan. However, EFL teachers need to consider the potential pedagogical effectiveness of producing summaries without an original text if they want to develop their students' spontaneous paraphrasing skills.

6What Less-Proficient EFL Learners Tell Us about Their Language Learning: Qualitative Analysis of Self-Regulated Learning

저자 : Akiko Fukuda

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 1호 발행 연도 : 2019 페이지 : pp. 103-126 (24 pages)

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This paper aims to explore the characteristics of self-regulated learning from information gained in post-questionnaire interviews, with special emphasis on the differences between low-proficiency learners and high-proficiency learners. Self-regulated learning is a cyclical process to metacognitively, motivationally, and behaviorally boost learning performance (Zimmerman & Schunk, 2001). Fukuda (2018a) quantitatively revealed the motivational and cognitive differences of self-regulated learning skills between the low- and high-proficiency groups, showing that self-regulated learning significantly influenced language learning achievement, which is consistent with most other studies. However, those have not addressed less-proficient learners enough to understand how they perceive self-regulated learning. Seven low-proficiency learners and ten high-proficiency learners participated and were selected based on a questionnaire regarding self-regulated language learning. The researcher adapted semi-structured interviews based on the factors in the Motivated Strategies for Learning Questionnaire (MSLQ). The results showed the obvious characteristics that the less-proficient learners possessed. Interviews consistently revealed that the less-proficient learners had a peculiar self-regulated learning attitude that was different from the more-proficient learners. Because the less-proficient learners strongly emphasized the outcome of the exams or performance compared to others, they tended to rarely feel successful in their English education experience, which seemed to cause them to give up learning English and make them reluctant to ask teachers for help. These tendencies demonstrated the importance of teacher encouragement of learner motivational satisfaction and the promotion of the use of various metacognitive strategies.

7The Effects of an Extracurricular English Program in the Improvement of College Students' Core Competencies

저자 : Myeong-hee Seong , Mee Hye Kang , Bo-kyung Seo

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 1호 발행 연도 : 2019 페이지 : pp. 127-142 (16 pages)

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This study examines the effects of a 2-week intensive English program based on the college students' perceptions of core competencies: English Communication Competency, Self-Directed Competency, Community Competency, and Knowledge and Information Literacy Competency. The program was non-credit and was held in January 2019 for first-year students who had chosen to attend a university in Korea in the upcoming semester. The data for this case study was collected through a questionnaire completed by 33 students and reflection papers from students and was analyzed quantitatively and qualitatively. The results showed that three competencies (English Communication Competency, Self-Directed Competency, and Knowledge and Information Literacy Competency) of the participants were improved after joining the English program. The results also revealed that Community Competency did not improve significantly after joining the program but showed a strong tendency. The results indicated that a short term English program is effective in the aspects of enhancing college students' core competencies. It is necessary to continuously monitor the effects of the program in the aspects of core competencies. The pedagogical implications and future directions of the study were discussed.

8Contrastive Analysis of the Russian and Korean Classifying Nouns “Type” and “Kind”

저자 : Hak Soo Yoo , Raisa Alexandrovna Kulkova , Andrea Rakushin Lee

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 1호 발행 연도 : 2019 페이지 : pp. 143-159 (17 pages)

다운로드

(기관인증 필요)

초록보기

This corpus-based contrastive analysis examines the Russian classifying nouns, tip (type) and vid (kind) as well as the Korean classifying noun yu-hyeong and jong-nyu. In the Russian language, the use of the words tip and vid depends on characteristics and the general contents of the text. In addition, in strictly special scientific texts dealing with the systematization of any objects, these words represent different levels of the classification grid (objects are divided into types and types into kinds), and in non-scientific texts they can become synonyms (different types = different kinds of objects). The Korean scientific text classifying words yu-hyeong and jong-nyu also represent different classification levels (higher - yu-hyeong, lower - jong-nyu). But in non-scientific texts, the word jong-nyu is most often used. This suggests the possibility of changes in the meaning of the Russian words tip and vid depending on the characteristics of the text, which is not seen in the words yuhyeong and jong-nyu in the Korean language, as well as a greater permeability of scientific-style vocabulary to non-scientific Russian texts. Understanding how these words are used from a comparative standpoint can be beneficial for translators and aid in developing practical curriculum for Korean students studying Russian as a foreign language.

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