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This study is focusing on analyzing the construction method of Emoticon that can present a part of Korean’s language culture in digital lifestyle and examining the expression aspect through the usage in the real mobile conversations. The 1,970 picture emoticons and flash emoticons in Kakao Talk were studied for analyzing the construction method of Emoticon. The 911 captured screens of the mobile conversation were also studied for examining the expression method of Emoticon. The compound word 'Emoticon' is formed from the words 'emotion' and 'icon'. It is composed of image texts and language texts. The image texts of Emoticon present the meanings of the messages through pictogram, character, gesture language, text balloon and typo-illustration. The language texts of Emoticon show daily language life through colloquial expression, onomatopoeia words, mimetic words and the usage of foreign language. Emoticon expresses the user's emotion and action, delivering the opinion and information that can describe specific objects. Furthermore the appearance of Emoticon characters enables to make the simple story that has coherence and specific description of situation through the user's empathy. This study has significance of looking into the Korean's language culture through the expression aspect of Emoticon, examining the construction method and expression method of Emoticon in the mobile conversations.

This study is to reinterpret various meanings of the adnominal markers, '-ten' and '-essten'. An analysis of the spoken language corpus revealed that '-ten' was used to represent speaker’s continuance of experience. If a contrast situation appeared in the main clause, the meaning of 'continuance' was broken off. '-Essten' was more frequently used than '-ten' in the cases where speaker wanted to make a retrospective meaning of an adjective clearer. When adjective is combined with '-essten', meaning of 'experience' was emphasized. When verb is combined with '-ten', meaning of either 'continuance' or 'common habit' was represented. When '-essten' is attached to a verb, meaning of 'completion' of an experience is revealed more clearly. On the other hand, '-ita/anita' rarely appeared with '-ten' but combined freely with '-essten'. This study reinterpreted meanings of '-ten' and '-essten' which were simply interpreted as 'perfective' and 'imperfective' in the previous studies. The findings of this study provides more information to enhance our understanding of '-ten, -essten'.

This study aimed to explore pragmatic competence following to proficiency ranking of Chinese speaking learners of Korean. To meet the goal of the study, it conducted acceptability judgment test and discourse completion test to Chinese learners with ranking 3, 4, 5 and 6 in Test of Proficiency. Their results were compared to those of Korean native speakers. The study was able to draw two conclusions from the results. First, Chinese speaking learners of Korean showed unbalanced development in the process of pragmatic receptive competence and pragmatic productive competence. Second, learners’ pragmatic receptive competence developed following to their proficiency ranking; however, pragmatic productive competence did not show development following to leaners’ proficiency ranking. Although the mean of scores grew, it was not significant. Therefore, this study claimed that the unbalanced pragmatic competence must be considered in teaching Korean to Chinese learners and developing teaching materials.

This paper discusses motion and its event, which is focused on ‘dalida’ in Korean. This is based on experientialism in Cognitive Linguistics, which language reflects our experience. Motion is classified not only physical motion but also psychological motion. Physical motion motivates psychological motion. Psychological motion divides situated and fictive motions. Motion event is the frame of direct or indirect events or situations that we experience. This paper discusses the semantic components of the verb ‘dalida’ referring to Talmy(2000)’s analyses. The semantic components are Figure, Ground, Motion, Path, Manner and Cause in Talmy. ‘dalida’ is a motion verb conflated with the Manner of ‘fast’. In respect of physical motion, ‘dalida’ expresses semantic components of Starting point, Path, and End point as well as Figure and Ground. Those components trigger our cognitional expansion into psychological motion. In other words, psychological motion provokes the conceptualizer's imaginative motion. Therefore, the semantic expansion of the motion verb 'dalida' is various and unpredictable while we perceive 'dalida' within a straight line.

This study aims to analyze the functions and the meanings of the functional shift of endings from final to connective in the view of discourse and semantics. There have been a lot of theories for this phenomenon but not much for the view of the discourse and the meanings. In Chapter 3, I show some features of the final endings '-go' and '-neunde'. They are related with their preceding clauses and following clauses in anyway and we can find sentence order change, ellipsis, intonation, open closing. In Chapter 4, some semantic functions of the final endings '-go' and '-neunde' are provided. These endings deliver the extralinguistical situations and additional informations. And also their semantic functions are speaker's reservation of decisions and marking speech acts. There are some special usage that conventionalized in some text registers.

This paper aims to describe the meaning of Korean temporal nouns used as a head noun and to reveal the correlation of tense of adnominal clause and adnominal ending. What we discussed in this paper can be summarized as follows. First, temporal nouns can be divided into two types: a temporal noun for referring point of time and a temporal noun for referring span of time. The temporal noun for referring point of time such as ‘ttay(때)’, ‘cek(적)’, ‘mwulyep(무렵)’ or ‘cuum(즈음)’ precede particle ‘kkaci(까지)’, ‘pwuthe(부터)’ which mean starting point and ending point of certain period. On the other hand, the temporal noun for referring span of time such as ‘swunkan(순간)’, ‘chalna(찰나)’, ‘sai(사이)’ or ‘tongan(동안)’ can not combine with ‘kkaci’, ‘pwuthe’. Second, ‘ttay’ and ‘cek’ denote specific point of time or unspecific point of time, but ‘mwulyep’ and ‘cuum’ indicate only unspecific point of time. Thus, ‘ttay’ and ‘cek’ follow adnominal ending ‘-ul’ and ‘-un’, but ‘mwulyep’, ‘cuum’ mostly combine with adnominal ending ‘-ul’. Since adnominal ending ‘-ul’ is a irrealis marker in Korean, it's meaning harmonize the unspecific point of time. Third, among the temporal noun for referring span of time, ‘swunkan’, ‘chalna’ are modified by adnominal clause that contains punctual verb and possible to compose ‘punctual verb + prefinal ending ‘-te-’’ construction, because the span of ‘swunkan’, ‘chalna’ is shorter than ‘sai’, ‘tongan’. Finally, the construction of temporal nouns are interpreted in various way and constrained by diverse and complex factors such as the property of temporal nouns, tense of adnominal clause, the meaning of adnominal ending and aktionsart of adnominal clausal predicates, etc.

Choi Jina. 2012. A study on contents of figure based on cognitive linguists. Korean Semantics, 38. The purpose of this research is to develop course contents of figure based on cognitive linguistics. The existing course contents of figure in the Korean language education are limited to rhetorical aspects. That is, figure has been treated as the gloss on words and deviant expressions, limited to units that are not bigger than sentences. However, cognitive linguists focus on the conceptual properties of figure and characterize figure as a strategy of communication and the essential cognitive mechanisms which dominates human actions and thinking. These research based on cognitive linguistics has been widely accepted in visual media and related fields as well as Rhetoric and literature. Thus, this paper proposes new course contents to including figure in a new perspective, to fulfill the sociocultural demand and embrace the academic accomplishments in cognitive linguistics. This paper also devises not only a brief educational curriculum for figure but also units to specify it. The new course contents of figure include designing a persuasive writing strategy, using the metaphoric and metonymic properties : ‘highlighting’ and ‘hiding’. They are based on the idea that the conceptual aspects of metaphor and metonymy inevitably accompany ‘highlighting’ and ‘hiding.’

The book KYORINSUJI means essential knowledge of relations with neighbouring countries. This book was written by AMENOMORI HOSU in the 17th century, which was published by the Japanese Foreign Minister in 1881. The publishing aim of this book was teaching Korean learning to Japanese people. This book consisted of three elements: First was entries written by Chinese characters. The second was Japanese sentences containing the words in the entries. Third was Japanese-Korean conversation. These entries were classified as either regular rules or standards. I became interested in these standards and selected principals of the words about books. These results are as follows:First, entries of this book consisted of 66 categories which were classified as word's meanings. These standards of classification preserved traditional YUHAERYU YOKHAKSEO(the books of bilingual words for interpreters). Second, the standards of selecting words according to semantic networks but some words selected different standards for usage of the words or the different meanings of Chinese characters. I think that the book KYORINSUJI had great influence from modern enlightenment times to Japanese imperialism. So, the methods of classification and selecting were important to Korean language education.