Heokseung Kwon

After its first appearance in the early 1960s, computer corpora have infiltrated many academic fields of language-related disciplines, from lexicography through historical linguistics and stylistics to language teaching. The widespread use of corpora has led to the development of a new area of language studies called corpus linguistics. The purpose of this paper is (1) to look at the history of the development of corpora and corpus linguistics over the last fifty years, (2) to explain the key co

2015년 9월 23일 교육부는 인문학적 상상력과 과학기술 창조력을 갖춘 창의융합형 인재 양성을 목표로 우리나라 교육의 패러다임을 전환하는 2015 개정 교육과정을 개정·고시하였다. 그간의 영어과 교육과정이 영어 의사소통 능력에 중심이 맞추어져 있었다면, 2015 개정 영어과 교육과정은 한 발 더 나가 외국 문화의 이해, 핵심개념과 원리 중심의 학습 내용의 적정화 및 체제의 구조화, 어휘 수준의 적정화, 언어형식의 학교급별 수준 제시, 학생 중심 수업, 참여와 협력을 할 수 있는 영어과 교수학습 방법과 평가 방법을 제시한다. 특히 이번에 개정·고시된 2015 개정 영어과 교육과정은 학교급별 학습 수준 적정화를 위해 학교급별 3,000개 기본 어휘 관련 지침을 제시하고 있다. 하지만 2015 개정 영어과 교육과정에는 이러한 학교급별 기본 어휘 관련 지침만이 제시되었을 뿐, 3,000개 기본 어휘 대표형의 굴절 및 파생의 변화형 포함 범위는 제시되어 있지 않다. 이러한 문제는 2018년

The interest in the exploitation of corpora in the study of Korean L2 learners’ use of English has risen dramatically over the past two decades, leading to the compilation of learner corpora and to numerous empirical investigations into Korean learners’ use of English. This paper will give an overview of the compilation and characteristics of English learner corpora in Korea and will also provide an analysis of the recent trends in learner corpus research. It was not until the mid-2000s that Kor

Korean Journal of English Language and Linguistics 8-3, 337-367. In English, irregular verbs differ from regular verbs in the formation of past tense and past participle forms. Many irregular verbs are said to have regular morphological variants. The purpose of this study is (1) to look at the information about the regular/irregular variation given in grammar books, dictionaries and usage guides, (2) to investigate how the relative preference for regular/irregular variants differs for each verb

Compilation and investigations of non-native learner English have been a relatively recent enterprise worldwide. It was not until the early 1990s that academics and publishers started collecting corpora of non-native English, which have come to be referred to as the learner corpus. Granger (1998b) is said to be the first systematic collection of learner corpus studies, and studies based on learner corpora have only started to become more widespread in the early 2000s. The availability of various

This paper will show that traditional approaches to the derivation of different negative words have been of an essentially hypothetical nature, based on either linguists' intuitions or rather scant evidence, and that native-speaker dictionary entries show meaning potentials (rather than meanings) which are in fact linguistic and cognitive prototypes. The purpose of this paper is to demonstrate that using a large corpus of natural language can provide better answers to questions about word-format

Compilation and investigations of non-native learner English have been a relatively recent enterprise worldwide. It was not until the early 1990s that...

The story of Japanese and Korean lexicography from the beginnings to the eighteenth century was told in Chapter 10 above as part of the story of the lexicography of the Chinese periphery, and the story of the earliest lexicography of Vietnamese, which was undertaken by European missionaries, is told in Chapter 29 below. The story which this chapter will tell is a complex one, tracing the continuing development of the traditions of Japanese, Korean, and Vietnamese lexicography, in contact with ea

This paper will look at some grammatical phenomena which will illustrate some of the questions that can be addressed with a corpus-based approach. We will use this approach to investigate the following subjects in English grammar: number ambiguity, subject-verb concord, concord with measure expressions, and (reflexive) pronoun choice in coordinated noun phrases. We will emphasize the distinctive features of the corpus-based approach, particularly its strengths in investigating language use, as o

Since the first administration of the TEPS in 1999, there have been many important changes in the field of language teaching and assessment. The emergence of new information and communication technology has drastically changed the ways we communicate. This has made it necessary to re-conceptualize the construct of English language proficiency. To respond to such needs and to TEPS test takers’ feedback that had accumulated for more than 15 years, a series of research projects was undertaken to re