• Annual Conference on Human and Language Technology
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• 1997.10a
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• pp.160-166
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• 1997

본고는 우리말에서 빈번하게 일어나는 축약 및 생략 현상을 언어학적으로 규명하기 위한 노력의 일환으로,. 이를 위해 실제 대화체에서 나타나는 격조사 생략현상에 대한 관찰결과를 기술적으로 분석하고, 이를 토대로 향후 대화체 이해 시스템 구현을 위한 생략된 격조사 복원연구의 방향을 제시한다. 연구를 위해 녹취한 약 한시간 분량의 2인 흑은 3인의 자연스런 라디오 대담 프로그램 전화대화들을 전사한 자료를 중심으로, 실제 대화에서 실현되거나 생략된 격조사들을 유형별로 분석한 격과를 보고하고, 기존의 연구 및 관찰에 경험적 타당성을 제공함과 동시에 그들의 분석을 대화이해 시스템에 구현하고자 할 때 발생할 수 있는 문제점을 지적한다. 나아가 격조사가 생략된 명사구들이 나타나는 환경을 통사 및 담화적 특성에 따라 분류함으로써, 대화이해 시스템 구현을 목적으로 하는 격조사 생략현상 연구 및 이를 토대로 한 명사구와 용언 사이의 문법적 의미적 관계 규명을 위한 향후 연구에서 어휘 부의 확장 필요성을 논한다.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.293-303
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• 2010

The purpose of this study is to classify a three-fold role of the history of mathematics through epistemological analysis. Based on the history of infinity and limit, the "potential infinity" and "actual infinity" discourses are described using four different historical epistemologies. The interdependence between the mathematical concepts is also addressed. By using these analyses, three different uses of the history of mathematical concepts, infinity and limit, are discussed: past, present, and future use.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2006.06a
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• pp.15-19
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• 2006

이 논문은 국어 간투사 '아'와 '어'의 운율 유형을 살펴보고, 그 운율 유형이 담화상의 기능과 어떤 연관을 갖는지 살펴보는 것을 목적으로 하였다. 간투사의 지속 시간은 후행 발화의 존재 여부에 따라 달라지면 '아'의 경우 '어'보다 뒤에 강세구가 더 많이 형성되는 양상을 보였다. '아'는 강세구 성조 LLa, LHa, 또는 경계 성조 L+L%, L+HL%로 나타났으며, '어'의 경우 경계 성조만 L+L%, L+HL%, HH%으로 나타났다. 두 간투사 모두 발화 상황이나 현재 상황에 대한 의외성이 클수록 발화 지속 시간이 짧고, 구 성조나 경계성조가 고조로 나타난다. 반대로 화자가 발화를 이해하는 정도가 깊고 이미 알고 있는 것을 다시 상기한다거나 오해를 해결했을 경우, 발화 지속 시간이 길어지고, 운율은 저조에서 수평조로 형성된다.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.499-510
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• 2014

The purpose of this research is to understand interactive learning during docent-led tours in a science museum focusing on scaffolding. We developed a scaffolding framework by collating the work of other researchers in related fields. The results show that scaffolding included three dimensions: purpose, interaction, and domain. The purpose dimension, divided into six categories, is related to the intention of the scaffolder and what the scaffolding are for: strategic, social, procedural, conceptual, verbal, and metacognitive. The interaction dimension reflects students' interaction with the scaffolder in two ways: dynamic (situation specific) and static (planned in advance). The domain dimension is related to two contents: domain-general and domain-specific (such as science). The scaffolding framework was applied to dynamic interactions between docents and visitors. The data was collected from elementary school students' family visits with the guidance of two docents at the Seodaemun Museum of Natural History. The data collected consisted of surveys, interviews, video-recordings, and transcripts. The analysis shows that five guiding contexts and scaffolding phases were recognized; 1) strategic scaffolding in a poorly illustrated exhibit; 2) conceptual scaffolding in a thoroughly explanative exhibit; 3) verbal scaffolding in misleading interpretation; 4) procedural scaffolding in a manipulative exhibit; and 5) metacognitive scaffolding with inaccurate content. In addition, the results show that the docents used the dynamic and static scaffolding synthetically so that the docent-led tour was effective. In conclusion, this study presents the usefulness of understanding visitors' science learning through the scaffolding framework, as well as the how docents can scaffold actively.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.432-439
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• 2020

This study aims at exploring features of Korean university students' written text, focusing on the written voice, rhetorical patterns, and writing practices through English letters. The data comprised examples of students' English job applications, and a 'purpose-will' model was adopted for the data analysis. The findings showed that the students used unique ways of strategies to convey their voice in a recontextualized setting. Their written voice in the job applications were various, and nobody applied the Korean convention of weather opening. Their rhetorical patterns were a transformation from convergence to divergence, showing integrated patterns of written voice. Students' writing practices revealed their internal values of writing for a task, and they do not directly learn from the teacher's syllabus. This supports the sociocultural framework that learning is a situated activity in a specific discourse community. The study concludes that writing teachers should understand that life-world and learning experience can impact on students' written voice and practices.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.426-435
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• 2021

This study aims to functionally classify lexical bundles appearing in academic papers on nuclear science and engineering written in English and then analyze the lexical bundles' characteristics compared to those appearing in general academic papers. To this end, the texts of nuclear science and engineering papers were collected and produced as a corpus(c. 1 mil. tokens). Then they were statistically compared through Chi-square tests and standardized residuals with the corpus of general academic papers(c. 750,000 tokens). The results revealed that, compared to general academic papers, the bundles in the stance lexical bundle category were mainly used among the functional lexical bundle in nuclear science and engineering. The use of the lexical bundles lacked much variety. The same type of lexical bundles was 're-used' and 'recycled'. Based on these research results, educational implications for English for Academic Purposes and the further direction of follow-up research were discussed and suggested.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.261-270
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• 2024

This study is to analyze the aspects of speech acts of greetings in the workplace by Chinese students studying in South Korea. While existing studies have mainly focused on specific expressions of 'hardship' and 'greetings', or have been tailored to improve textbooks, this study aims to analyze the realization patterns of greeting actions in the workplace by Chinese students studying in Korea, based on speech act theory. It seeks to identify the differences and similarities between Chinese students in Korea and Koreans. The method of the Discourse Completion Test (DCT) in speech act theory is used for investigation, review, and analysis. Through the analysis results, this study hopes to understand the importance of greeting expressions among Chinese students in Korea and to help develop effective greeting strategies.

• Korean Journal of Cognitive Science
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• v.4 no.2
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• pp.5-28
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• 1994

In this thesis we attempt to analyze modern Korean poetic texts in the franmeworks of text limgisitics and cognitive pragmatics. Both frameworks describe and explai human verbal communicantion in terms of congnitive information-processing procedures.By utilizing analytical devices provided by seven standards of textuality we can analyze any type of text,especially in terms of the cognitive operations underlying the production and reception processes.It is clamed in cognitive pragmatic framework that human ostensive inforential communication is regulated by the Principle of Relevance.We claim that the relevance-based framework of pragmatics provides evidence and rationale for those cognitive operations identified in the text linguistic framework. poetic texts involve every kind of cognitive strategies and processing procedures underlying human verbal communication.So,if modern Korean poetic texts are satisfactorily analyzed by text linguistics and cognitive pragmatics,it means that both frameworks are very useful tools for analyzing texts and that all the other text types which are less complicated than poetic text will also be analyzed by these frameworks. Researchers of poetry,and poets,are sensitive to poetic effects.They feel more of poeticity while reading poetic texts than ordinary readers do.However,these researchers or poets sometimes give different interpretation of a single poetic text.The interpretation of poetry cannot be anything,because poets write poems with particular intertions and do not just throw them out so as to be interpreted at ramdom.This thesis suggersts that the poeticity felt by the reader can be described and accounted for in a scientific way.In other words,text linguistics and cognitive pragmatics enable the researchers of poetry to become objective in interpreting poetic texts. It will be clearly shown that we have to see poetic texts from a cognitive perspective,since they are by-products of cognitive processing performed by discourse participants.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1037-1049
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• 2017

The purpose of this study is to explore how the flow of discourse move and their reasoning process in dialogic argumentation during group modeling on excretion. Five groups of three to four students in the second grade of a middle school participated in the modeling practice of a Gifted Center. Analysis was conducted on argumentation during the modeling activity in which students should explain how the waste product (ammonia) leaves the body. It was found that there was a sequential argumentative process-tentative consensus, solving the uncertainty, and consensus. There were several discourse moves - 'claim' and 'counterclaim' in the stage of tentative consensus, 'query' and 'clarification of meaning' in the stage of solving the uncertainty, and 'change of claim' in the stage of consensus. Students participated in the dialogic argumentation by constructing argument collaboratively for reaching a consensus. Critical questioning in the stage of solving the uncertainty and reasoning in the stage of consensus were the impact factors of dialogic argumentation. By answering the critical questions, students changed their claims or suggested new claims by defending or rebutting previous claims. Students justified group claims with diverse argumentation scheme and scientific reasoning to reach a group consensus. These findings have implication for science educators who want to adopt dialogic argumentation in science classes.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.