Jinseung Eu is a native Korean speaker pursuing a PhD in syntax at the University of Edinburgh. He received a BA in philosophy from the University of Chicago, an MPhil in corpus linguistics from the University of Birmingham, and an MLitt in syntax and natural language processing from the University of Oxford. His research interests include lexicography, language teaching, theoretical linguistics, and translation between Korean and English. He has worked as a language teacher, translator, and dictionary consultant. He is developing an online tool called Engle to help with language learning and reference.
This report summarizes an MPhil dissertation examining semantic theories and their relevance to bilingual lexicography. The dissertation analyzes several semantic models and applies two models to verb pairs in English and Korean. The report finds that the dissertation provides clear accounts of the selected theories and evaluates them critically. It also adequately discusses the semantics of the verb pairs using theoretical frameworks and data. However, the report notes that the dissertation's title implies a broader scope than it delivers. It also points out inconsistencies in referencing style and terminology usage that could be improved. Overall, the report concludes that the dissertation meets the standard for an MPhil degree.
This document provides an overview of resources for integrating technology into a middle school short story unit. It discusses using blogs, podcasts, instructional videos, and interactive websites to engage students with short stories both in and out of the classroom. Examples of specific resources are provided, including websites for dictionaries, citations, worksheets, and reading short stories online. The document emphasizes using the internet and web 2.0 tools to provide additional support for English language learners.
The document discusses various idioms related to friendship. It provides 6 idioms that convey the value and meaning of true friendship. The idioms emphasize that a true friend accepts others unconditionally despite their flaws, sees the good in people, and stands by their side through both good and bad times. They highlight friendship as a treasured relationship built on loyalty, trust and understanding between souls.
This document discusses using open educational resources (OER) to help at-risk students succeed in college composition courses. It notes that many community college students struggle with poverty, homelessness, lack of family support, and academic readiness. The document proposes that using free OER materials can help by reducing costs, engaging diverse learners, and providing just-in-time teaching resources. It provides examples of lessons using the Excelsior OWL and ORC resources to teach skills like evaluating sources and logical fallacies. Student feedback suggests that OER materials were appreciated as a cost-effective alternative to textbooks and that resources like the OWL will continue to be useful references.
This document provides tips and guidelines for succeeding in a Korean language course. It recommends immersing yourself in the Korean culture through language exchange partners, mini projects, and regular practice. Specific tips are provided for learning vocabulary, grammar, and using online resources. Meeting with a native Korean speaker twice a week and finding a language partner who is placed in a low level of English are emphasized. Detailed methods are outlined for effective vocabulary and grammar study techniques using flashcards and practice sentences. A long list of useful online study links and resources is also included.
This document provides an introduction to basic concepts about sentences, including the different types of sentences based on function and structure. It discusses simple, compound, and complex sentences. It also covers topics like sentence components, question formation, negation, tenses, parts of speech, affixes, and the concepts of coherence and cohesion in writing. The document is intended as an introductory overview of foundational grammar topics for a course.
This report summarizes an MPhil dissertation examining semantic theories and their relevance to bilingual lexicography. The dissertation analyzes several semantic models and applies two models to verb pairs in English and Korean. The report finds that the dissertation provides clear accounts of the selected theories and evaluates them critically. It also adequately discusses the semantics of the verb pairs using theoretical frameworks and data. However, the report notes that the dissertation's title implies a broader scope than it delivers. It also points out inconsistencies in referencing style and terminology usage that could be improved. Overall, the report concludes that the dissertation meets the standard for an MPhil degree.
This document provides an overview of resources for integrating technology into a middle school short story unit. It discusses using blogs, podcasts, instructional videos, and interactive websites to engage students with short stories both in and out of the classroom. Examples of specific resources are provided, including websites for dictionaries, citations, worksheets, and reading short stories online. The document emphasizes using the internet and web 2.0 tools to provide additional support for English language learners.
The document discusses various idioms related to friendship. It provides 6 idioms that convey the value and meaning of true friendship. The idioms emphasize that a true friend accepts others unconditionally despite their flaws, sees the good in people, and stands by their side through both good and bad times. They highlight friendship as a treasured relationship built on loyalty, trust and understanding between souls.
This document discusses using open educational resources (OER) to help at-risk students succeed in college composition courses. It notes that many community college students struggle with poverty, homelessness, lack of family support, and academic readiness. The document proposes that using free OER materials can help by reducing costs, engaging diverse learners, and providing just-in-time teaching resources. It provides examples of lessons using the Excelsior OWL and ORC resources to teach skills like evaluating sources and logical fallacies. Student feedback suggests that OER materials were appreciated as a cost-effective alternative to textbooks and that resources like the OWL will continue to be useful references.
This document provides tips and guidelines for succeeding in a Korean language course. It recommends immersing yourself in the Korean culture through language exchange partners, mini projects, and regular practice. Specific tips are provided for learning vocabulary, grammar, and using online resources. Meeting with a native Korean speaker twice a week and finding a language partner who is placed in a low level of English are emphasized. Detailed methods are outlined for effective vocabulary and grammar study techniques using flashcards and practice sentences. A long list of useful online study links and resources is also included.
This document provides an introduction to basic concepts about sentences, including the different types of sentences based on function and structure. It discusses simple, compound, and complex sentences. It also covers topics like sentence components, question formation, negation, tenses, parts of speech, affixes, and the concepts of coherence and cohesion in writing. The document is intended as an introductory overview of foundational grammar topics for a course.
The document provides an overview of English verb tenses, including examples and explanations of how to use each tense. It covers the simple present, present continuous, present perfect, and present perfect continuous tenses. For each tense, it shows the verb form, examples of affirmative, negative and interrogative sentences, and descriptions of when that tense is used in terms of actions that are repeated, ongoing, completed, etc. The document is intended to teach English learners the appropriate uses and meanings of different verb tenses.
Six steps to oral fluency - British Council Teachers Conference 2015: "Learni...Chris_Fry_Barcelona
In class: Work on language - students recording themselves using ipadio; students do communicative speaking task; teacher gives whole class feedback using Whatsapp web on IWB. Then students record themselves repeating the task.
Out of class: Teacher gives Individual feedback and evaluation of recordings on ipadio web and Edmodo. Students then add their best recordings to their e-portfolios on WordPress
The document provides an introduction to spoken English, discussing techniques for learning and improving spoken English skills. It covers topics like thinking in English, exposure to English media, speaking thoughts aloud, learning registers, fluency over grammar, morphology, phrases, situation-specific English, and exercises.
Comparing the differences between standard english and singlish.finihed one!!!!VLADV423
The document compares differences between Standard English and Singlish in morphology, semantics, phonetics/phonology, lexicology, and syntax. In morphology, Singlish is more optional with plurals and past tenses. Lexicology shows repetition for emphasis in Singlish and new particles like "lah." Phonetics/phonology demonstrates differences in consonant pronunciation and a fast speaking pace in Singlish. Regarding syntax, Singlish uses fewer words and is not always in the correct order compared to Standard English.
Here you can find a comparison between approaches with mentioning the strengths and weaknesses of each one. Also, the PPT is provided with examples of tests involved in each approach.
The document provides an agenda and summary for an English language learning meeting. The agenda includes discussing English language testing, examples of accepted exams, and the Common European Framework of Reference for Languages. It also covers parts of speech, including adjectives, adverbs, prepositions, conjunctions, and interjections. Examples and exercises are provided for each part of speech. The document aims to improve participants' understanding of English grammar.
This document provides questions to warm up discussion about using computers and the internet. It then lists computer terms for students to find and circle in a text. Next, it prompts students to complete sentences about computer systems, common computer uses, and how students use computers and the internet. Finally, it defines what the internet is and lists various online forums and communication platforms.
The document discusses teaching idioms, collocations, and phrasal verbs to English language learners. It provides examples of each concept and suggests classroom activities to help students learn and practice idioms, collocations, and phrasal verbs. These activities include having students find examples in news articles, acting out idioms, creating poems using idiomatic expressions, and playing games involving idioms, collocations and phrasal verbs. The document also provides online resources for further exploring these concepts.
Electronic translators have shortcomings that often result in nonsensical or incorrect translations. They work by using rule-based translation or statistical machine translation based on large databases of human translations, but cannot account for context, idioms, slang or exceptions. While dictionaries are more reliable, the best approach is to avoid relying on machines as a replacement for learning on your own. Teachers can often detect when students have used translators due to inaccuracies.
This document summarizes Eddie Sobenes' lecture on teaching speaking. Some key points include:
- Speaking requires creativity, flexibility and improvisation skills compared to just reading aloud.
- Scaffolding is used to build students' speaking abilities through filling in blanks and role plays.
- Both formal and informal assessments are important for evaluating students' speaking progress.
- Authentic, real-world English differs from textbook English in its use of slang, grammar and flexibility.
- An additive approach to language teaching moves students from single words to conversations.
Lesson 7 for a examen in DETx . StudentDiana528671
The document provides examples of using different tenses in English, including past, present, and future tenses. It begins by demonstrating the simple past, present continuous, present perfect, and other tenses. It then moves on to demonstrating future tenses like "going to", "will", future continuous, and future perfect. Finally, it discusses techniques for the PPF (Past, Present, Future) method, including using time introductions to structure responses about the past ("Last year"), present ("Currently"), and future. The overall document serves as a guide for appropriately using verb tenses in English.
The document discusses common verb form errors in English, providing examples of errors and corrections. It addresses irregular verbs, verbs followed by gerunds or infinitives, and emphatic verb forms. It also provides external resources and practice exercises for learning about English verb forms.
The aim of this presentation is to provide practical suggestions to help colleagues use online dictionaries effectively. We begin by exploring the ways in which dictionaries on the Internet have overcome the constraints of traditional dictionaries. We evaluate the advantages that online dictionaries offer, while also considering some potential disadvantages.
The first major advantage is that we have access to wide variety of dictionaries, and nearly all of them are free. Another major benefit is the way information is accessed and displayed; online dictionaries are easy to search, and make use of multimedia capabilities to include sound, pictures and even video.
The presentation distinguishes four different ways of accessing and using these resources. The first of these concerns dictionaries accessed through a dedicated website. These have the advantage of reliability, but some of them are subscription services. The second category is dictionaries integrated into other websites – usually bilingual dictionaries to help speakers of other languages to understand the predominantly English content of the Internet. Then, we look at an example of how a dictionary can be integrated into your web browser, so that it is available to use with every site you visit. Finally, there is the dictionary that you can integrate into your word processor, invaluable for writing and vocabulary activities.
We examine various learner’s dictionaries, assessing what is available and emphasising the importance of choosing an appropriate dictionary according to the level and the needs of the learners. We also look at the additional facilities that learner’s dictionary sites offer for language development.
Finally, we consider ways to train learners to use dictionaries more effectively. In particular, we emphasize the importance of training learner’s to select the correct meaning of a word according to the context, and we look at ways in which the dictionaries can guide learners in this process.
This document discusses various CALL (computer-assisted language learning) and MALL (mobile-assisted language learning) methods and tools. It provides pros and cons of apps like Duolingo, LiveMocha, and Anki. Ideas are presented for using smartphone features like texting, audio recording, photos, and videos in language learning. Specific mobile apps are also discussed, such as WordLens, MobiLibs, QR readers, and VoiceThread. The document concludes with an activity where teachers work in groups to design a lesson using one of the mobile learning methods.
The document provides learning objectives and resources for developing vocabulary skills, including using context clues, note-taking strategies, and exploring word meanings, connotations, and usages. It includes links to videos and texts on language topics like British English, politically correct language, analogies, and the irregular nature of the English language. Learning involves repeated exposure to words in different contexts to help comprehend and retain their meanings.
1) The document discusses using podcasting to teach and practice language skills. Students created podcasts answering 11 questions to share ideas and practice speaking in English.
2) Students used Audioboo to record and publish their podcasts. They provided feedback on each other's recordings and selected the best examples.
3) A survey found students enjoyed making podcasts and felt it helped their language learning. Podcasting allows for interactive communication and helps build on students' existing language abilities.
Amy found all the tools she learned about in her course to be useful. She shared the wiki with coworkers and used blogs successfully in her classes. Her favorite tool was the blog, which caught on well with her students for communicating in Spanish. Her only challenge was feeling apprehensive sharing the wiki with teachers, but the feedback she received was positive. Amy appreciated the flexibility of online learning, which allowed her to work before and after a trip. She created a wiki, RSS feed, blog, and Animoto video to apply what she learned.
This document introduces various sentence connectors commonly used in professional writing. It provides examples of coordinating conjunctions like "and", "but", and "or" and discusses how they join elements of equal or contrasting importance. Transitional words like "moreover", "in addition", "as well", and "too" are presented as joining ideas and adding information. The document concludes with rules for appropriate usage, advising writers not to overuse connectors or mix different types in the same sentence.
The document outlines the agenda and policies for a creative writing class, including assignments, participation requirements, grading, the class website, and policies around plagiarism, attendance, and conduct. Key assignments include a poetry project, two fiction projects, and a drama project, with regular creative writing posts, quizzes, and tests. The syllabus provides a tentative schedule for the quarter with color-coded sections for each project and exam dates.
The document provides an overview of English verb tenses, including examples and explanations of how to use each tense. It covers the simple present, present continuous, present perfect, and present perfect continuous tenses. For each tense, it shows the verb form, examples of affirmative, negative and interrogative sentences, and descriptions of when that tense is used in terms of actions that are repeated, ongoing, completed, etc. The document is intended to teach English learners the appropriate uses and meanings of different verb tenses.
Six steps to oral fluency - British Council Teachers Conference 2015: "Learni...Chris_Fry_Barcelona
In class: Work on language - students recording themselves using ipadio; students do communicative speaking task; teacher gives whole class feedback using Whatsapp web on IWB. Then students record themselves repeating the task.
Out of class: Teacher gives Individual feedback and evaluation of recordings on ipadio web and Edmodo. Students then add their best recordings to their e-portfolios on WordPress
The document provides an introduction to spoken English, discussing techniques for learning and improving spoken English skills. It covers topics like thinking in English, exposure to English media, speaking thoughts aloud, learning registers, fluency over grammar, morphology, phrases, situation-specific English, and exercises.
Comparing the differences between standard english and singlish.finihed one!!!!VLADV423
The document compares differences between Standard English and Singlish in morphology, semantics, phonetics/phonology, lexicology, and syntax. In morphology, Singlish is more optional with plurals and past tenses. Lexicology shows repetition for emphasis in Singlish and new particles like "lah." Phonetics/phonology demonstrates differences in consonant pronunciation and a fast speaking pace in Singlish. Regarding syntax, Singlish uses fewer words and is not always in the correct order compared to Standard English.
Here you can find a comparison between approaches with mentioning the strengths and weaknesses of each one. Also, the PPT is provided with examples of tests involved in each approach.
The document provides an agenda and summary for an English language learning meeting. The agenda includes discussing English language testing, examples of accepted exams, and the Common European Framework of Reference for Languages. It also covers parts of speech, including adjectives, adverbs, prepositions, conjunctions, and interjections. Examples and exercises are provided for each part of speech. The document aims to improve participants' understanding of English grammar.
This document provides questions to warm up discussion about using computers and the internet. It then lists computer terms for students to find and circle in a text. Next, it prompts students to complete sentences about computer systems, common computer uses, and how students use computers and the internet. Finally, it defines what the internet is and lists various online forums and communication platforms.
The document discusses teaching idioms, collocations, and phrasal verbs to English language learners. It provides examples of each concept and suggests classroom activities to help students learn and practice idioms, collocations, and phrasal verbs. These activities include having students find examples in news articles, acting out idioms, creating poems using idiomatic expressions, and playing games involving idioms, collocations and phrasal verbs. The document also provides online resources for further exploring these concepts.
Electronic translators have shortcomings that often result in nonsensical or incorrect translations. They work by using rule-based translation or statistical machine translation based on large databases of human translations, but cannot account for context, idioms, slang or exceptions. While dictionaries are more reliable, the best approach is to avoid relying on machines as a replacement for learning on your own. Teachers can often detect when students have used translators due to inaccuracies.
This document summarizes Eddie Sobenes' lecture on teaching speaking. Some key points include:
- Speaking requires creativity, flexibility and improvisation skills compared to just reading aloud.
- Scaffolding is used to build students' speaking abilities through filling in blanks and role plays.
- Both formal and informal assessments are important for evaluating students' speaking progress.
- Authentic, real-world English differs from textbook English in its use of slang, grammar and flexibility.
- An additive approach to language teaching moves students from single words to conversations.
Lesson 7 for a examen in DETx . StudentDiana528671
The document provides examples of using different tenses in English, including past, present, and future tenses. It begins by demonstrating the simple past, present continuous, present perfect, and other tenses. It then moves on to demonstrating future tenses like "going to", "will", future continuous, and future perfect. Finally, it discusses techniques for the PPF (Past, Present, Future) method, including using time introductions to structure responses about the past ("Last year"), present ("Currently"), and future. The overall document serves as a guide for appropriately using verb tenses in English.
The document discusses common verb form errors in English, providing examples of errors and corrections. It addresses irregular verbs, verbs followed by gerunds or infinitives, and emphatic verb forms. It also provides external resources and practice exercises for learning about English verb forms.
The aim of this presentation is to provide practical suggestions to help colleagues use online dictionaries effectively. We begin by exploring the ways in which dictionaries on the Internet have overcome the constraints of traditional dictionaries. We evaluate the advantages that online dictionaries offer, while also considering some potential disadvantages.
The first major advantage is that we have access to wide variety of dictionaries, and nearly all of them are free. Another major benefit is the way information is accessed and displayed; online dictionaries are easy to search, and make use of multimedia capabilities to include sound, pictures and even video.
The presentation distinguishes four different ways of accessing and using these resources. The first of these concerns dictionaries accessed through a dedicated website. These have the advantage of reliability, but some of them are subscription services. The second category is dictionaries integrated into other websites – usually bilingual dictionaries to help speakers of other languages to understand the predominantly English content of the Internet. Then, we look at an example of how a dictionary can be integrated into your web browser, so that it is available to use with every site you visit. Finally, there is the dictionary that you can integrate into your word processor, invaluable for writing and vocabulary activities.
We examine various learner’s dictionaries, assessing what is available and emphasising the importance of choosing an appropriate dictionary according to the level and the needs of the learners. We also look at the additional facilities that learner’s dictionary sites offer for language development.
Finally, we consider ways to train learners to use dictionaries more effectively. In particular, we emphasize the importance of training learner’s to select the correct meaning of a word according to the context, and we look at ways in which the dictionaries can guide learners in this process.
This document discusses various CALL (computer-assisted language learning) and MALL (mobile-assisted language learning) methods and tools. It provides pros and cons of apps like Duolingo, LiveMocha, and Anki. Ideas are presented for using smartphone features like texting, audio recording, photos, and videos in language learning. Specific mobile apps are also discussed, such as WordLens, MobiLibs, QR readers, and VoiceThread. The document concludes with an activity where teachers work in groups to design a lesson using one of the mobile learning methods.
The document provides learning objectives and resources for developing vocabulary skills, including using context clues, note-taking strategies, and exploring word meanings, connotations, and usages. It includes links to videos and texts on language topics like British English, politically correct language, analogies, and the irregular nature of the English language. Learning involves repeated exposure to words in different contexts to help comprehend and retain their meanings.
1) The document discusses using podcasting to teach and practice language skills. Students created podcasts answering 11 questions to share ideas and practice speaking in English.
2) Students used Audioboo to record and publish their podcasts. They provided feedback on each other's recordings and selected the best examples.
3) A survey found students enjoyed making podcasts and felt it helped their language learning. Podcasting allows for interactive communication and helps build on students' existing language abilities.
Amy found all the tools she learned about in her course to be useful. She shared the wiki with coworkers and used blogs successfully in her classes. Her favorite tool was the blog, which caught on well with her students for communicating in Spanish. Her only challenge was feeling apprehensive sharing the wiki with teachers, but the feedback she received was positive. Amy appreciated the flexibility of online learning, which allowed her to work before and after a trip. She created a wiki, RSS feed, blog, and Animoto video to apply what she learned.
This document introduces various sentence connectors commonly used in professional writing. It provides examples of coordinating conjunctions like "and", "but", and "or" and discusses how they join elements of equal or contrasting importance. Transitional words like "moreover", "in addition", "as well", and "too" are presented as joining ideas and adding information. The document concludes with rules for appropriate usage, advising writers not to overuse connectors or mix different types in the same sentence.
The document outlines the agenda and policies for a creative writing class, including assignments, participation requirements, grading, the class website, and policies around plagiarism, attendance, and conduct. Key assignments include a poetry project, two fiction projects, and a drama project, with regular creative writing posts, quizzes, and tests. The syllabus provides a tentative schedule for the quarter with color-coded sections for each project and exam dates.
Khushi Saini, An Intern from The Sparks Foundationkhushisaini0924
This is my first task as an Talent Acquisition(Human resources) Intern in The Sparks Foundation on Recruitment, article and posts.
I invitr everyone to look into my work and provide me a quick feedback.
LinkedIn Strategic Guidelines for June 2024Bruce Bennett
LinkedIn is a powerful tool for networking, researching, and marketing yourself to clients and employers. This session teaches strategic practices for building your LinkedIn internet presence and marketing yourself. The use of # and @ symbols is covered as well as going mobile with the LinkedIn app.
2. 1989. University of Chicago: BA, philosophy
2004. University of Birmingham: Mphil, corpus linguistics and lexicography
2014. University of Oxford: MLitt, syntax and natural language processing
(Clarendon Scholar: http://www.clarendon.ox.ac.uk/clarendon/scholars-and-
alumni/scholar-profiles/details/?id=931)
2016. University of Edinburgh: accepted as PhD candidate, syntax
Education
QS World University Rankings 2016 – Linguistics
3. 1. Language reference (lexicography, Engle development)
2. Language teaching (English writing)
3. Theoretical linguistics (syntax, natural language processing)
4. Translation (Korean English)
Jinseung Eu is a native speaker of Korean who does a great deal of English
writing and actively uses Google as the main reference tool.
Interests
writing and actively uses Google as the main reference tool.
In this process he constantly feels an acute need for a tool like Engle.
The next slides explain the four interests above in detail.
4. Publications (download: https://independent.academia.edu/JinEu)
2006. “Korean lexicography”, Encyclopedia of Language and Linguistics 2 ed.,
Elsevier
2004. Semantic Theories and the Foundation of Bilingual Lexicography, Mphil thesis
submitted to the University of Birmingham
2002. “A procedure of frame-based contrastive semantics”, Proceedings of the
European Association of Lexicography
Lexicography
Work / experience
2015. Bilingual dictionary consultant, Oxford University Press
2002-03. Senior researcher in Neungyule Korean-English Dictionary project
5. Mphil thesis review (December 6, 2004)
(Original available at: http://www.slideshare.net/JinseungEu/mphil-thesis-review)
Thesis title: Semantic Theories and the Foundation of Bilingual Lexicography
This is a well studied and well presented piece of research. The candidate has selected three major
themes in semantic theory and practice—corpus analysis, frame semantics, and prototype theory—and
applied them to problems in Korean-English lexicography. He has a good grasp of the subject and he
offers some insightful comments. After showing the relevance of the research to problems in bilingual
lexicography, the candidate proceeds to offer a fine-grained contrastive monolingual analysis of English
Lexicography
lexicography, the candidate proceeds to offer a fine-grained contrastive monolingual analysis of English
near synonyms (confirm / ascertain), in which he not only used corpus data, but also consulted the
intuitions of two native speakers (one British, one North American). I would normally recommend a
larger sample of native speakers, but in this case the candidate appears to have been wise (or fortunate)
in his choice of informants—ie., their intuitions generally concur with my own! The candidate has
adopted a good methodology and applied it intelligently; he is an independent thinker, and he has made
a valuable contribution to knowledge.
Patrick Hanks
Professor of lexicography, University of Wolverhampton
Chief editor of current English dictionaries, Oxford University Press
Chief editor of English dictionaries, Harper Collins
6. Publications (download: https://independent.academia.edu/JinEu)
2008. “Testing search engine frequencies: patterns of inconsistency”, Corpus Linguistics
and Linguistic Theory 4-2, Mouton de Gruyter (AHCI journal)
2006. 영작, 영역을 위한 인터넷 검색엔진 활용법 (Using search engines for English writing and
translation), 번역가 (Translator) 23, Korean Society of Translators
Working papers (download: https://independent.academia.edu/JinEu)
“Patterns of search engine use and pedagogical response in language reference and
learning”
Engle development
learning”
“Optimizing Google for language reference and learning”
“Google and other reference tools in English L2 writing”
Work / experience
2016. Member, Isis Software Incubator
(http://www.slideshare.net/JinseungEu/isis-incubator-acceptance)
2015. Graduate Entrepreneur visa endorsement by Oxford University
(http://www.slideshare.net/JinseungEu/endorsement-notificationeu)
2014-16. Research, design, technical exploration, and business development for Engle
2009. Launched a prototype Koedori (http://www.koedori.com), which provides a crude
form of the Engle’s multi-phrase search. It is currently down due to trouble with the data
source (Yahoo).
7. User response to Koedori
• Orange County: When I first came across this website I was doubtful of its usage, but I have to admit
that it has helped me throughout my essay. I was able to polish my English and correct
grammatically faulty expressions. As an English learner, it is always tricky to remember the proper
prepositions placed before verbs and noun; however, through Koedori I was able to adjust many of
these confusing mistakes. cafe.daum.net/lovewriting/5UyS/12
• Mellow : I used Koedori for over a month and I find the website very useful because I was able to
improve my writing skill. As it is with most Korean students, I have trouble with writing because of
the different grammatical structure between Korean and English. Though I learnt grammar at
school, I cannot remember all the grammar rules and sometimes cannot understand why some
Engle development
school, I cannot remember all the grammar rules and sometimes cannot understand why some
sentences have to be written in certain ways. So Koedori is a useful site to find out grammatical
errors easily. cafe.daum.net/lovewriting/5UyS/13
• 율려율려율려율려 : thanks for your kindness. It’s a miracle. cafe.daum.net/lovewriting/5UyT/1
• RONDY: This site is exactly what I was looking for! All those time i searched for a site like this but it
was here after all;; cafe.daum.net/lovewriting/5UyT/1
• 이혜승이혜승이혜승이혜승: Wow! I think it's really helpful. I usually go to websites to see whether expressions I make
are correct or not. But soon found out that there are too many and I get confused what is really
right. I should recommend it to my students as well. cafe.daum.net/lovewriting/5UyT/1
• IHAVE: This site is bloody good! I've fallen in love with .. cafe.daum.net/lovewriting/JlWa/3438
8. User response to Koedori
• Amare: 와우 정말 영작하는 사람에겐 must have 아이템이네요.
cafe.daum.net/lovewriting/5UyT/5
Translation: Wow, this is really a must-have for those who write English.
• Nin999: 1. 문제: 인터넷을 이용하여 - by internet 인지 on the internet인지 헷갈려서요~ 2. 입력: [by/on]
[0/the] internet 3. 결과: on the internet이 82%로 나왔습니다!! on internet도 몇가지 나왔는데 보면 on
internet policy 등 뒤에 다른 명사가 연결되어 하나의 단어가 되는 경우네요 4. 감상: 훌륭합니다. 무심코
by internet을 쓸려고 하다보니 웬지 on the internet을 많이 들어본 거 같아 시험차 돌려봤는데
탁월합니다. cafe.daum.net/lovewriting/5UyS/7
Translation: I was trying to express “Internet-ul iyonghayo” and unsure whether it is “by internet” or
Engle development
Translation: I was trying to express “Internet-ul iyonghayo” and unsure whether it is “by internet” or
“on the internet”. So I entered “[by/on] [0/the] internet”, and “on the internet” had 82%. .. This is
great. I was originally going to use “by internet” but remembered hearing “on the internet” quite
often. So I checked, and this is great.
• Anicom: 정말 유용한 것 같습니다. 예전에는 Google에서 'have a fun', 'have fun' 등을 각각 입력
후 빈도수를 확인했는데...꾀돌이는 검색 옵션도 간단하고 빈도수에 따른 퍼센트(%)를 제공해서 제대로 된
영문인지 한 눈에 파악하기가 훨씬 쉬운 것 같습니다. cafe.daum.net/lovewriting/5UyS/1
Translation: I think this is really useful. Previously I had to Google ‘have a fun’, ‘have fun’, etc. and
check their frequencies separately, but Koedori provides a simple search method and percentages
so I can get the result in a single view.
9. • Lovely S: 영작할 때 정관사를 넣을지 말지 고민될 때가 많은데요~ 꾀돌이를 이용하니 편하네요 ^^
cafe.daum.net/lovewriting/5UyS/18
Translation: When I write English I often struggle with the definite article. Using Koedori makes it
easier.
• Song: 영작을 하면서 맞는지 틀린지 정말 궁금했는데...꾀돌이 너무 좋아요.
cafe.daum.net/lovewriting/JlWa/3438
• Translation: I have always wondered whether my writing is correct or not ... Koedori is really good.
• 꽁순이꽁순이꽁순이꽁순이 : 꾀돌이 써보니 정말 정말 좋아욤!! 사실 사전보면서 한정적인 예문에 많이 답답했는데 꾀돌이
몇번으로 속이 시원해지는듯.... cafe.daum.net/lovewriting/JlWa/3438
Translation: I have used Koedori and it’s really good. When I was using dictionaries I felt frustrated
Engle development
Translation: I have used Koedori and it’s really good. When I was using dictionaries I felt frustrated
because of the limited amount of examples, but using Koedori a few times has made me feel fresh
and live. I’ve decided to be good friends with Koedori.
• 안동평서장군안동평서장군안동평서장군안동평서장군 : 정말...정말 좋습니다 ....감동하고 갑니다. http://cafe.daum.net/translation/Qqc/20624
Translation: This is really, really, good. I am moved.
• 쪼잉시쪼잉시쪼잉시쪼잉시: 이 프로그램 진짜 좋아요 예문이.. ^^ 자동사 타동사 이런거 햇갈리고 있는데 예문 보니까 아하
이러고 있네요 .. 감사합니다 cafe.naver.com/allthatg/10752
Translation: This program is really good. I was confused about intransitive verbs and transitive
verbs, but seeing the examples makes me say “Aha!”.
• 하늘이하늘이하늘이하늘이: 꾀돌이는 정말 마~력적이에요^^ 유진승님 앞에 컬럼 다 읽었는 데요.... 저 꾀돌이의 열~렬~한
팬이에요*^^ cafe.naver.com/allthatg/11699
Translation: Koedori is really magical. I have read all your columns. ... I am a great fan of Koedori.
10. Work / experience
2005. English language teacher, Chongshim Theological Seminary, Korea
2003-10. Taught English writing at Lovewriting Café
2003. Founded Lovewriting Café (http://cafe.daum.net/lovewriting), an Internet
community of English learners
2003-04. Columnist on English writing on Englishcare, an education
website of Neungyule Education
2000. Lecturer in English composition, Seoul National University
Language teaching
2000. Lecturer in English composition, Seoul National University
1999-00. English group teaching in Korea
11. Publications (download: https://independent.academia.edu/JinEu)
2016. “The nature of object omission: indefiniteness as indeterminacy”, English
Language and Linguistics, Cambridge University Press (AHCI journal)
2014. A Causal Approach to Transitivity, MLitt thesis submitted to the University of
Oxford
2013. “Category invasion, vantage theory, and the semantic definition of subject”,
in Adam Głaz et. al. (eds.), Vantage Theory. A View on Cognition, Categorization and
Language, Cambridge Scholars Publishing
Theoretical linguistics
Language, Cambridge Scholars Publishing
2009. “Category invasion and Web data”, Language Sciences 31, Elsevier (AHCI
journal)
2005. “Category coextension and Web data”, Proceedings of the 9th International
Cognitive Linguistics Association Conference
12. MLitt thesis review (5 June, 2014)
(Original available at: http://www.slideshare.net/JinseungEu/m-litt-thesis-review)
Title: A Causal Approach to Transitivity
This is a rigorously argued thesis on a topic of importance ... Some recent work on transitivity and
causality is not directly addressed but this need not be seen as detracting from the overall high quality
and theoretical interest of the candidate’s proposals. ...
The claims made about the event structure realized in this particular verb are tested against naturally
Theoretical linguistics
The claims made about the event structure realized in this particular verb are tested against naturally
occurring data on the Web. This data-gathering approach is justified in some detail and what appears to
be an original method of data extraction by ‘control’ phrases is presented. ...
In the viva examination ... the examiners were generally impressed by the candidate’s response to
challenging questioning both about general theoretical points, in particular the core claim about the role
of ‘causality’ in the definition and analysis of transitivity, and also about detailed matters concerning the
data being presented. ...
The examiners were of the opinion that the thesis contained material that was worthy of publication ...
David Cram
Professor of linguistics
University of Oxford
Paul Chilton
Professor of linguistics
Lancaster University
13. Work / experience
Current. Freelance translator
1999-06. Translator and translation supervisor, Korean Society of Translators
Main translations include The Financial Statutes of The Republic of Korea
(금융감독원 법령집), Financial Supervisory Commission of Korea
Translation
14. Recommendation (2000)
(Original available at: http://cafe.daum.net/lovewriting/FpIb/4)
Jinseung has worked with us since 1999 as a translator and supervisor in the area of Korean English
translation. His performance in our organization has been outstanding. A native speaker of Korean with a
native command of English, he has been able to produce works of superb quality. Hence, we quickly
promoted him to the position of supervising and finalizing most of our Korean English translations,
and his input has helped expand our customer base, despite our relatively high fees.
Translation
He has played a leading role in many important translation projects. For instance, when he participated
in the translation project for the statues of the Financial Supervisory Commission ... the project leaders
invited him as a translation supervisor and advisor.
Il Jun Cho
President, Korean Society of Translators