This research study compared two instructional approaches to teaching a Korean verb ending (i.e., -ney). These instructional approaches differ in terms of their respective emphases on target form’s semantic and pragmatic meanings. In the first approach, the form’s semantic meaning (i.e., evidentiality) was addressed. The second approach addressed a pragma-linguistic meaning of the form. In this approach, the form’s politeness function was underscored. More information.
Jiyoon Lee is Assistant Professor in the Department of Education at the University of Maryland Baltimore County. Her research and teaching interests include language assessment, theories of Second Language Acquisition, and teacher education. She has presented at a range of conferences and her works have appeared in TESOL Quarterly (solo author), Language Testing (with Butler), Modern Language Journal (with Butler), English Today (with Jeon), Working Papers in Educational Linguistics, and Electronic Magazine for Multicultural Education. Before joining UMBC, she taught at the University of Georgia. She received her Ph.D. at the University of Pennsylvania. https://sites.google.com/site/jylee0515/
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