Korean High School Learners’Knowledge ofAdjective-Noun and Verb-Noun Collocations by L1-L2 Congruency and L2 Proficiency

Eun-Sun Kim,Yuah V,Chon 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.1

While single word items have more often been the unit of interest for second language (L2) vocabulary learning, there has been less attention paid to how L2 learners may demonstrate knowledge of collocations. L2 high school learners were asked to retrieve collocations according to different degrees of congruency (i.e., incongruent vs. congruent) that are shared between L1 and L2 collocations. For this purpose, a receptive collocation test (RCT), counterbalanced for incongruent and congruent collocations, and adjective-noun (AN) and verb-noun (VN) collocations, was developed by matching normalized frequencies of the collocation items from the Corpus of Contemporary American English (COCA). The 133 high school sophomores were found to have more problems with the incongruent collocations than with the congruent items. However, correct responses were more frequent for the incongruent VN collocations than those of the congruent VN collocations. The results demonstrate that synonymous collocates can also be the source of problems in learning collocations. The study also empirically demonstrates that L2 proficiency is the foundation for development of collocational knowledge. Implications on teaching collocations are presented in light of the obtained results.

Korean High School Learners’ Knowledge of Adjective-Noun and Verb-Noun Collocations by L1-L2 Congruency and L2 Proficiency

김은선,전유아 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.1

While single word items have more often been the unit of interest for second language (L2) vocabulary learning, there has been less attention paid to how L2 learners may demonstrate knowledge of collocations. L2 high school learners were asked to retrieve collocations according to different degrees of congruency (i.e., incongruent vs. congruent) that are shared between L1 and L2 collocations. For this purpose, a receptive collocation test (RCT), counterbalanced for incongruent and congruent collocations, and adjective-noun (AN) and verb-noun (VN) collocations, was developed by matching normalized frequencies of the collocation items from the Corpus of Contemporary American English (COCA). The 133 high school sophomores were found to have more problems with the incongruent collocations than with the congruent items. However, correct responses were more frequent for the incongruent VN collocations than those of the congruent VN collocations. The results demonstrate that synonymous collocates can also be the source of problems in learning collocations. The study also empirically demonstrates that L2 proficiency is the foundation for development of collocational knowledge. Implications on teaching collocations are presented in light of the obtained results.

코퍼스를 활용한 명사결합형태의 선정 기준과 실제

박문자 서울대학교 국어교육연구소 2014 국어교육연구 Vol.33 No.-

In Korean language teaching, it is more and more demanded to extend the learners’ vocabulary from single words to word collocates. This paper, focusing on nominal collocates, aims at exploring the Standards of corpus-based selection of word collocates, and their application incompilation of learner’s dictionaries. In sentences, based on case-particles, nouns and their collocations can be identified as subjects, objects, complements etc.This special grammatical property can be applied as theoretical bases and Standards in corpus-based selection of nominal collocates. In Korean language, there are three types of collocates with reference to the lexical compatibility, i.e. the highly compatibles, compatibles, and non-compatibles. Naturally, native Korean speakers are fully aware of the lexicalcompatibility, while foreign language learners have to acquire the knowledge of it through conscious efforts.Therefore, it is necessary to work out a practical method to improve teaching efficiency, which is also one of the purposes of this thesis. 한국어 사용을 목적으로 하는 한국어 교육에서는 교육용 어휘 단위를 기존의 낱말 단위에서 어휘결합형태로 확장 제시할 필요성이 제기된다. 이러한 맥락에서 본고는 명사를 중심으로 코퍼스에서 어휘결합형태를 체계적으로 선정하기 위한 원리와 이를 학습사전에 적용하기 위한 실제에 대한 연구가 된다. 명사는 문장에서 주어나 목적어, 보어와 같은 핵심 성분 중의 하나이면서 격조사를 매개로 다양한 어휘결합형태를 보인다. 명사의 이러한 문법적 특성은 코퍼스에서 명사결합형태를 체계적으로 선정할 수 있는 기준으로 적용할 수 있다. 한국어는 연어, 관용구와 같이 단어와 단어 사이에 틈이 없는 높은 긴밀도를 나타내는 결합형태가 있는가 하면 긴밀도는 낮지만 결합이 가능한 일반형태가 있으며, 또한 결합이 불가한 형태도 있다. 한국어 모어 화자라면 이러한 어휘결합형태를 자연스럽게 사용할 수 있는 직관이 있으나 외국인일 경우에는 학습을 통하여 숙지하여야 하기 때문에 효율적인 학습방법을 고안하여야 한다. 코퍼스를 활용한 명사결합형태의 선정 원리를 찾고 사전에서 결합형태를 제시하기 위한 실제를 논의하는 목적도 바로 여기에 있다.

한국 EFL 학습자들의 형용사 연어능력에 관한 연구 -Big과 Large를 중심으로-

유문영 ( Moon Young Yoo ),엄철주 ( Chul Joo Uhm ) 아시아문화학술원 2016 인문사회 21 Vol.7 No.1

본 연구에서는 유의어 형용사 Big과 Large가 결합하는 명사 연어들을 COCA 코퍼스 기반으로 살피고, 중학생 EFL 학습자들의 연어능력 실태를 살피고자 그들의 어휘능력과 연어능력의 상관관계와 각 문항별 연어능력의 특징을 각각 살핀다. 연구 결과는 다음과 같다. 첫째, 중학생 EFL 학습자들의 Big과 Large 연어능력의 실태 분석 연구에서는 영어 어휘능력과 Big과 Large 연어능력의 상관관계가 통계적으로 서로 유의한 것으로 나타났다. 둘째, 피실험자들의 Big과 Large 연어능력의 특징을 각 문항별로 분석해 보면, 전반적으로 Big 결합명사 선호율이 Large 결합명사 선호율보다 훨씬 높게 나타나 Large의 활용에 대한 이해가 많이 부족한 것으로 나타났다. 결론적으로, 형용사 Big과 Large의 공통된 의미에만 초점을 두기 보단 이 유의어들이 가지는 기본적 개념의 차이를 먼저 이해시킴으로 문맥 속에서 보다 정확한 유의어를 선택하도록 돕는 일이 매우 중요하다. 이를 바탕으로 더욱 효율적인 연어학습을 통한 어휘능력 향상과 영어교육을 위해 제언을 남긴다. 첫째, 유의어 연어교육이 실제 원어민들의 사용 용례와 빈도를 보여주는 COCA와 같은 코퍼스로 점차적으로 교육이 이뤄져야 한다. 둘째, 연어교육을 위해 코퍼스와 같은 방대한 자료를 다룰 땐, 교사는 항상 효과적이고 체계적인 학습방법들을 제시할 줄 알아야 한다. 셋째, 점차적으로 학생들을 위해 효율적이고 다양한 코퍼스 연구와 학습방법들이 개발된다면 학생들의 연어학습에 더욱 큰 효과를 기대할 수 있다. The aim of this paper is to survey Korean EFL middle school students` collocation ability of adjectives big and large. The research focuses mainly on which one they prefer and how well they distinguish the difference in collocation between these two adjectives. The participants are totally 60 middle school students, so that big/large + noun collocations are tested. The results are as follows. First, it reveals that, for Korean EFL middle school students, the correlation between vocabulary proficiency and collocational competence in big and large is statistically significant. Second, it is shown that the preference rate for big + noun collocation has been even higher than the one for large`s. The results suggested more efficient improvement in both vocabulary proficiency and English education through the study of collocates.

A Corpus-Based Analysis of the Near-Synonyms Safety and Security in Maritime English

Wenyu Lu,장세은 언어과학회 2017 언어과학연구 Vol.0 No.83

This study examines collocates of the near-synonyms safety and security in maritime English, drawing data from two general corpora (BNC Written and COCA Written) and one self-built specialized corpus (IMO Corpus) through Wordsmith 6.0 as well as tagging semantic domains in Wmatrix 3.0 and conducting network analysis using NetMiner 4.0. Three main discoveries were made in this study. First, the distinction of two near-synonyms used in industrial and information fields cannot be applied to maritime English, in which safety and security have clear collocational preference. Second, a brokerage analysis of some interesting shared collocates such as maritime and ship suggests that safety and security play different roles when collocating with the same collocates. Third, a semantic domain network analysis is displayed to explain how near-synonyms are both different and similar based on their common and exclusive semantic domains, thereby providing a cognitive understanding of the two near-synonyms.

은유적 의미 확장에서 의미운율의 변화

최영주 한국현대언어학회 2022 언어연구 Vol.38 No.3

Since Firth (1957) and Sinclair (1991), it has long been assumed that speakers’ attitudes towards a word or a group of words in the actual utterance are decided by their collocates. Previous research on the semantic prosody has been conducted around semantically related words, making fine-grained meaning distinctions between the synonymous words. However, a few studies, if any, distinguish between words’ literal and metaphorical senses in defining their semantic prosodies. This paper focuses on whether there is any change in semantic prosody when the literal senses of words are extended to metaphorical ones. The result shows a change in semantic prosody especially when a word is not involved in a word group where positive, negative and neutral prosodies are assigned to their members.

A Corpus Analysis of Representation of Mothers in the South Korean Press

Minhee Bang 한국사회언어학회 2016 사회언어학 Vol.24 No.3

collocates of 엄마 (mom)”. The Sociolinguistic Journal of Korea 24(3). 157~189. This study analyses the main lexical collocates of 엄마 (eomma: mom) in the corpus of the South Korean newspapers from 1990 to 2015. The collocates are grouped to see what semantic themes can be found in constructing discourse on motherhood, Firstly, 엄마 collocates most frequently with 아이 (ai: child) accounting for average 10.44% of all occurrences of eomma, while only 1.38% of the instances of the English counterpart mom(s) occurs with the English equivalents of 아이 in the COCA (Corpus of Contemporary American English). Secondly, there is a host of collocates referring to body parts and denoting physical closeness, conveying a sense of emotional intimacy and bond between a mother and a child. Thirdly, there are collocates denoting motherly love and care, juxtaposed with collocates denoting absence and suffering of mothers. Portraying mothers as a sacrificing caregiver while problematising their absence as a threat to children’s welfare positions women as having sole responsibility for child care. Lastly, there is a group of collocates related to education, reflecting the Korean zeal for education. The analysis of the collocate 엄마표 (eommapyo: mom-made) reveals how the responsibility of childcare and education is reduced to the personal and individual issue, with mothers being construed as a main agent of facilitating children’s academic success.

Metaphor and Teaching Collocation to L2 Learners: With the Case of Rich

최영주,최세일 대한언어학회 2011 언어학 Vol.19 No.4

It is currently well accepted that collocation needs to be taught explicitly. Various experimental research shows that it is one of the most recalcitrant areas in learning L2 languages. Students demonstrate difficulties with it even after achieving a high level of second language competence, contrary to the prevalent assumption that it will be naturally acquired when learners have a certain level of grammatical and lexical competence. This paper suggests one method of teaching collocations with the case of the adjective rich. It demonstrates how the adjective rich extends its meaning and collocates by metaphor, suggesting that teachers' awareness of the cognitive principle of meaning/collocational extension increases students' ability to recognize word combinations in a more flexible way.

Metaphor and Teaching Collocation to L2 Learners: With the Case of Rich

( Young Ju Choi ),( Sae Il Choi ) 대한언어학회 2011 언어학 Vol.19 No.4

It is currently well accepted that collocation needs to be taught explicitly. Various experimental research shows that it is one of the most recalcitrant areas in learning L2 languages. Students demonstrate difficulties with it even after achieving a high level of second language competence, contrary to the prevalent assumption that it will be naturally acquired when learners have a certain level of grammatical and lexical competence. This paper suggests one method of teaching collocations with the case of the adjective rich. It demonstrates how the adjective rich extends its meaning and collocates by metaphor, suggesting that teachers` awareness of the cognitive principle of meaning/collocational extension increases students` ability to recognize word combinations in a more flexible way.

On the Representation of Korea through the Collocates of Korea and Korean in COHA

Hye-Kyung Lee 담화·인지언어학회 2016 담화와 인지 Vol.23 No.1

This paper aims to explore the way the representation of Korea is constructed and further changed over time in the Corpus of Historical American English (COHA). The methods include examining the top collocates of the words Korea and Korean in COHA. The analysis results show that Korea is strongly associated with a traumatic war for which the U.S. armies fought hard, as well as the division of the territory and an ideological conflict, whose identity is frequently constructed in the context of other Asian nations. The comparison of the frequent collocates of Korea/Korean with different appearances in the two time periods (1960s and 2000s) reveals the change of the representation of Korea. The image of Korea emerging from the first time period is of a country which just survived a tragic war and was trying to gain independence. In the second time period, however, much more attention is paid to North Korea, which is depicted to be a threat to the world, together with the so-called “axis-of-evil” states. In contrast, South Korea is perceived positively in terms of economy or education. The Korean peninsula proves to be a venue where the nations are grouped according to their relationships with the U.S.