This paper aims to discuss the intrinsic intermediality of written text from the perspective of media linguistics. The mediality of written text is characterized by diagrammaticality (i.e., mediality based on the notions of iconicity and diagram): diagram, one of the three types of iconicity in Peircean semiotics, depicts relational-structural similarities between the sign and its object. One strand of media linguistics emphasizes the mediality of language and written texts are treated as phenomena of intrinsic intermediality, or interactions between orality and pictoriality. The diagrammaticality of written text thus includes semiotic planarity, two-dimensionality, controlled visuality, digital discreteness, and creativity.

This study aims to examine the continuity of middle school Korean textbooks, revised by the 2015 national curriculum, using Auto-Kohesion. This computer system was developed to analyze the various Korean texts with a wide range of linguistic and psycholinguistic measures for cohesion, readability, complexity, and language. The results from a total of 244 textbook files showed that continuity was well established for average word and sentence lengths, and well organized for syntactic complexity (i.e., sentence constituent ratio) across three grades. However, the linkage between these three groups was not well reflected by other Auto-Kohesion measures, including word frequency, lexical diversity, reference cohesion, pronouns (i.e., second and third pronouns), and connectives. These findings have several implications for scrutinizing the linguistic features of both Korean and writing textbooks.

Tagalog, a widespread native tongue in the Philippines, is a frequently discussed language in modern studies of linguistic typology; thereby, ergativity, subjecthood, and voice are important issues that are closely related. We use the special term “Philippine-type structure” for these phenomena. Although the word order of Tagalog has not yet been a focus of typological discussions, we observed interesting orderings that could be significant. Tagalog comprise alternative orderings, in which two expressions (“X,” Y”) are used in both the [X+Y] and [Y+X] orders. Alternative orderings are observed in not only Tagalog but also other languages, in which they are usually considered exceptional cases.
In Tagalog, though, alternative orderings are widely used and cannot be considered as exceptional, which is attested in the basic word order and in most of the noun-modifier constructions. It would be more plausible to talk about a new type of word order: a third zone of word order typology.

In this paper, we analyzed the errors made in tense and honorification by Mongolian learners of the Korean language. The error rate for tense was 25.2%, due to omission, substitution, and addition in order of frequency, while that for honorification was 15.8%, with the largest number of errors caused by substitution followed by omission and addition. This error analysis was performed for all grades to identify the types of errors made by Mongolian learners, comparing and contrasting the Korean and Mongolian languages to determine the reasons for those errors. It is expected that these findings will contribute greatly to teachers' and learners' understanding of the difficulties experienced and indicate the direction in which Korean language education should proceed.

In this paper, I provide a semantic description of Korean -umyen conditionals in terms of Kratzer's modality theory (Kratzer 1977, 1981, 1991a,b) On this basis, I show the process of syntactico-semantic interpretation, focusing on the principle of compositionality. To accommodate the variability of modal meaning, I adopt Portner's BEST function to formulate potential lists of modal base and ordering source functions, from which a specific function is selected via pragmatic principles in an utterance context. I posit that -umyen in Korean possesses its own truth-conditional meaning as both a connective ending and modal element.

This study aims to explain the difference in how time is calculated for the lapse between an expression and its response. This study clarifies that the time lapse can be calculated according to the start time, the end time, or both, depending on the verb used in the same sentence. This is due to salience in cognitive linguistics, which is first recognized when the object is visible and specific. Either the starting or ending point is recognized from the meaning of the verb: if the starting point is identified, then the time is calculated around that point; if the telicity is identified, then the time is calculated around the ending point.