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One peculiarity of Korean morphosyntax is the existence of a large set of converbal suffixes. A survey of previous descriptions reveals a lack of consensus in the analysis of these converbs. Too often they have been pressed into a Eurocentric dichotomy of subordination versus coordination, leading to confusion about their typological status. Trying to correct this approach by describing the language on its own terms is therefore the main objective of our paper. We compare the morphosyntactic behavior of four selected suffixes with respect to some relevant criteria for subordination versus coordination, such as the scope of illocutionary operators, shared TAM, subject coreference, constituent order, and the development of dependent verb forms into complex predicates or adpositions. This empirical research feeds back into the theoretical discussion, as it will be shown that the Korean converbs can indeed be described using conventional typological concepts if construed appropriately. Our second objective is therefore to review the criteria involved in describing clause-linkage and to see how relevant terminology can be used more consistently. The conclusion is that the four converb types turn out to be located on a continuum between coordination and subordination, thus constituting an instantiation of syntax-semantics isomorphism.

The aim of this study was to assess whether clinical reasoning and factual knowledge questions used in team‐based learning (TBL) enhanced dental students’ performance in esthetic dentistry. Ninety‐seven third‐year dental students enrolled in esthetic dentistry in a dental school in Korea in 2018 were assigned to 16 teams consisting of five or six students each. A four‐step TBL sequence (pre‐study, readiness assurance test, appeal/feedback, and final test) was designed to examine how clinical reasoning and knowledge questions affected academically high‐ and low‐achieving students. The analysis was conducted with 87 students’ data because ten students failed to answer some questions. The results showed that team performance in TBL was consistently better than individual performance. The TBL sessions enhanced students’ critical thinking skills, though it did not affect their knowledge acquisition. The clinical reasoning questions especially benefited the academically low‐achieving students. Overall, TBL was an effective method for teaching these dental students using small‐group learning in esthetic dentistry. Team‐based cooperative learning facilitated a deeper understanding of esthetic dentistry because students were motivated to think critically and solve problems rather than simply memorize factual knowledge.

The present work is a typological study of the linguistic representation of diverse instrumental and comitative relations. A functional framework is developed that distinguishes between a set of participant relations relevant in the domain of concomitance, viz. PARTNER, COMPANION, VEHICLE, TOOL, MATERIAL, MANNER, and CIRCUMSTANCE. These participant roles are called concomitants. They form a continuum with respect to the empathy hierarchy as well as to the control hierarchy.Concomitants vary in their syntactic coding according to the specific type of concomitant function and their absolute properties. We distinguish seven types of coding strategies, viz. concomitant predication, adpositional phrase, case marking, verb derivation, incorporation, conversion, and lexical fusion. In a given language, there are often finer distinctions having to do, for instance, with degrees of grammaticalization and lexicalization of these strategies. With respect to the distribution of the structural devices in the domain of concomitance, the SAE strategy of using a case relator appears as a neutralization of a number of differentiating strategies used in other languages.

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