Thesis (Ph. D.)--University of Hawaii at Manoa, 2000. / Includes bibliographical references (leaves 179-194). Also available on microfiche.

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Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 193-202).

South Kyungsang Korean is spoken in the southeastern part of Korea. The critical problems in analyzing this language are the substantial inconsistency among authors concerning tonal descriptions, and the typologically unusual tone alternation patterns, which have consequently led to vague tonal contrasts and conflicting data. Given that the majority of earlier studies on this language have been based on transcription data, there is limited physical evidence concerning these issues. This research therefore presents the phonetic realization of tonal contrasts, based on F0 production and perception experiments. It was found that there are three distinct tone classes in monosyllabic roots, and they are different in F0 height, syllable duration, and the timing of F0 peak and fall both in unsuffixed words and in suffixed words. It has been suggested, based on this acoustic evidence, that South Kyungsang Korean has three different tone contrasts in monosyllabic roots, e.g., M, H, and R, and that the different tone alternation patterns of these three tone classes in suffixed words might be the reflection of the phonetic implementation of each tone class. This work provides not only new basic facts of South Kyungsang Korean tonology, but also another way of understanding tone targets and tone alternation patterns. While clarifying the complications in a particular language, the findings in this work also contribute to debated topics of modern intonational research, concerning such as phonological and linguistic units in the F0 continuum, the temporal alignment of F0 features with segmental strings, and perception of tonal contrasts.

Thesis (PhD)--Macquarie University, Department of Linguistics. / Thesis by publication. Includes bibliographical references.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations. / 2031-01-01

The purpose of this study is to investigate three pertinent aspects of the relative clause in Korean: the form-function of the relative clause, the processing of the head-final relative clause and the acquisition of relative clauses as a second language. Based on universal typology, this study proposes that the linguistic category of the descriptive verb lies between the attributive adjective and the verb. With this identification, the study claims that the modifying ending -(u)n has the prototypical semantic function of the perfective aspect. The perfective aspect is, however, interpreted differently according to the verb types and this provides a solution to the form-function distinction: when the descriptive verb is suffixed by -(u)n, the attributive adjective expresses a permanent state; with the processive verb the relative clause denotes the completion of action or process. The analysis of the linear ordering of elements in the verb phrase reveals that grammatical morphemes are related in the strict grammatical rules, which progressively build up conceptualisation. Contrary to the views presented in previous studies, this study argues that incremental and left-to-right processing, the relative clause has semantic constraints on the head noun. The overall order of difficulty in the acquisition of relative clauses determined by a completion task, a combination task and a grammaticality judgment 'Oh OP>IO>SU>DO>GE, which does not accord with the Noun Phrase Hierarchy (NPAH). / The study finds that markedness theory and configurational analysis are also unable to explain the order exhibited in this study due to the head-final at characteristics of the relative clause. The processing ease is the main contributing factor for learners successfully performing the tasks by utilizing the mental lexicon, SOV canonical word order, case particles and temporal adverbs in sentence initial position. The study also evaluates the effectiveness of instruction and the merits of pedagogical grammar. Incorporating findings from the present study, some suggestions are made for the development of a pedagogical grammar for the relative clause in Korean.

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 394-403).

Languages can differ with respect to the way in which transitive events are realized in transitive situations, resulting in different transitivity patterns. In particular, languages differ in the ways of linking the semantic notion `agent' with the grammatical notion `subject'. Based on a cognitive-functional approach, this study examines some differences between English and Korean with respect to the questions of how far and in what ways the linguistic realization of transitivity can be varied in terms of the semantic extension of transitivity from prototypes, variation in verb transitivity, and agency in transitive constructions. As for language-specific factors that characterize the difference in transitivity between English and Korean, it is proposed that English is more permissive than Korean in the way non-prototypical agents are realized as agentive subjects, resulting in a wider range of the semantic extension of agentivity from prototypical transitive constructions.Different linguistic preferences involving constructing some entities as a main causative factor (i.e., non-agentive subjects vs. agentive subjects) play a significant role in the conceptualization of transitive events, thereby leading to differences in the coding of causation in transitive clauses between the two languages. In English, the concept of agency can be more easily extended to include inanimate entities than it can be in Korean. Accordingly, English extends the notion of agent to a wider range of situations than Korean, hence allowing non-prototypical agents to be construed as agents. More specifically, the semantic features of prototypical agents in English (e.g., intention, result, responsibility, etc.) can be freely extended to inanimate causative situations in a greater degree than in Korean.A general typological difference between English and Korean in terms of competing notions of agentivity is that compared to Korean, English is freer in assigning a large number of different semantic roles to subjects without requiring concomitant morphosyntactic changes such as passivization (or intransitivization); English tends to overtly express agency, focusing on individual entities (both animate and inanimate) in transitive events, while Korean is reluctant to verbalize non-agentive elements, covering up their inanimacy by means of indirect expressions based on a result/effect clause and relying on different structural strategies (i.e., passive structures, lexical intransitive verbs, and inchoative forms).Finally, it is suggested that different linguistic manifestations in the notions of agency and causation between English and Korean lead to the varying degree of cognitive categories that structure the way in which the language speaker perceive and interpret transitive events, hence resulting in contrasting construals of agentivity (i.e., agent/cause/process-oriented expressions vs. result/effect-oriented expressions) in the expression of transitivity. / Department of English