• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.225-236
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• 2023

This study investigated the characteristics of pre-service elementary teachers' TPACK in science lesson planning using VR/AR content based on epistemic network analysis (ENA). Seven TPACK coding elements were derived inductively based on the existing TPACK framework. Then, the pre-service elementary teachers' discourse in science lesson planning was coded according to the seven TPACK coding elements and analyzed using the ENA Web Tool. The discourses of the two groups were analyzed and compared, and the differences between the two groups, which the researchers analyzed qualitatively, were clearly shown on the ENA graph. Based on these findings, the researchers argued that the ENA method is a useful research tool for analyzing the complex interactions of technology knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK), which is different from previous TPACK research. Also, the researchers discussed the implications for the TPACK competency development of pre-service teachers by comparing the characteristics of the two groups' discourse.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.6
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• pp.263-285
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• 2002

In dieser Arbeit wird versucht, das Gricesche Kooperationsprinzip und die dazu $geh\"{o}renden$ Maximen unter das Perspektiv der allgemin rnenschlichen Handlung zu revidieren. Vor allem wird in Frage gestellt, ob die Beteiligten an einem $Gespr\"{a}chsgeschehen$ unter sich in Wirklichkeit kooperieren. Um die Hypothese, dass die $Gespr\"{a}chsteilnehmer$ in der zugrunde liegenden Interaktionsebene kooperieren, zu $best\"{a}tigen$, wird auf das sogenannte iterierte Gefangenedilemma $r\"{u}ckgegriffen$M. Im $Anschlu\ss$ daran wird ein authentisches $Gespr\"{a}ch$ besonders in Hinsicht auf kooperative, sprachliche Interaktionen analysiert. Durch dieses empirsche Analyseverfahren manifestiert sieh, dass die Griceschen Kooperationsmaximen auf eine konkrete $Gespr\"{a}chssituation$ revidiert anzuwenden sind, denn in den verschiedentlich realisierten $Gespr\"{a}chen\;das\;Gespr\"{a}chsziel$ nicht als auf maximal effektiven Informationsaustausch $eingeschr\"{a}nkt$ betrachtet werden kann.

• Journal of Korean language education
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• v.25 no.1
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• pp.29-52
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• 2014

The purpose of this paper is to suggest a discourse analysis activity that can be used in the stage after performing tasks in task-based Korean speaking class and show its pedagogical advantages. A discourse analysis activity is an metadiscourse activity in which learners speak what they have spoken. By analyzing discourse and performing tasks again, learners can enhance their fluency and accuracy, make their knowledges in target language more stable and extend them, and develop problem solving skills. Consequently, this facilitates learners' acquisition of Korean language. This paper reviewed theoretical background of proposing discourse analysis activity, suggested the pedagogical advantages of the analysis, and examined discourse analysis activity in Korean speaking class. And it included the discourse sample of learners in actual class.

• 기호학연구
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• no.56
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• pp.137-158
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• 2018

In 1999, the French semiotician Jacques Fontanille published his work on discourse semiotics as an attempt to overcome the limitations of structuralism. Discourse semiotics has expanded the realm of semiotics by taking a phenomenological approach that examines the structure of consciousness. Phenomenology pays special attention to the operation of human consciousness, which, instead of staying put, moves from one place to another-unbeknownst to its agent. This paper examines "Bulls" through a phenomenological approach as the short story depicts the stream of consciousness that unfolds within the inner world of Pau, the young male protagonist. The rhetorical approach to literary analysis works at the level of the speech act and directly relates to speech act theory. In rhetorics, figures and tropes are dominated by speech acts. Whereas conventional rhetorical analysis lacks a kinetic perspective as it revolves around flat semantic inspections, the discourse semiotics approach applied in this paper allows for an indepth multidimensional analysis where the analyses of ${\acute{e}}nonc{\acute{e}}$ and ${\acute{e}}nonciation$ complement each other. Presenting a peasant movement to the reader through the eyes of the young male protagonist Pau, "Bulls" is considered a significant literary feat in the history of Korea's New Literature as the work is highly regarded for its impressive depiction of a communal movement. This paper reinterprets and reevaluates the story under a new light, mainly through a rhetorical approach and a phenomenological approach that hinges on discourse semiotics.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.369-388
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• 2010

A Discourse Analysis tool has been developed and has been applied in the cooperative group inquiry activities in order to derive the characteristics of elementary gifted students in science. We recorded and videotaped the whole group problem-solving processes where 4 elementary students worked together to solve given problems as a group for one year in a gifted education center attached to a university in Seoul. We analyzed recorded discourses using systemic functional linguistics with a focus on the structure of information and topic. The discourse analysis tool was developed with the cooperation of science education and gifted education experts. In discourse analysis, we focused on meaning development processes rather than grammatical analysis. Through application of newly developed discourse analysis tool, we confirmed that the tool is useful in understanding the characteristics of science-gifted elementary students. We also founded that the interaction between students has significant effects on problem-solving processes by comparing two students who showed contradictory features in the share of dialogue. In addition, the result suggested that we need to provide students with proper training for ways to communicate with others for effective science-gifted instruction.

• Korean Linguistics
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• v.76
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• pp.83-112
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• 2017

In this paper, newspaper articles were collected through '5.18' keyword search results and the news corpus was constructed from the collected data. In the articles of local newspapers 'Honam' and 'Yeongnam', the ideological differences regarding '5.18' were investigated. The ideological differences of local newspaper discourse through objective figures was analyzed.. The subjects of the newspaper articles, the frequency of nouns and predicates were analyzed. The use and meaning of the intended vocabulary were examined. As a result of analyzing the title of the newspaper article, the discourse written in 'Honam' emphasized the necessity of re - recognition of 5.18. In both regions, the word "Gwangju" is often used. However, 'Gwangju' in 'Honam' newspaper means spiritual space, not physical space. In Honam regional newspapers, there are many vocabularies describing the events such as 'shoot' and 'fire', this calls for recollection and memory of '5.18'. In the analysis of newspaper discourse, the analysis of the contrast between the local newspapers was very insignificant, but, this study was conducted to analyze the discourse among local newspapers.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.559-577
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• 2011

The purpose of this study was to investigate the effects of discourse-based math instructions on the students' mathematical attitudes and learning achievements by providing fifth graders with an opportunity to take active part in learning during math classes and applying discourse-based math instructions, which are to expand the speaking experiences as the most fundamental way to express ideas in communication. Those research efforts led to the following results: First, the discourse-based math instructions turned out to have positive influences on flexibility, will power, curiosity, reflection, and value of mathematical attitudes. When the results were reviewed before and after the instructions without considering the subvariables of attitude, there were statistically significant differences(p<0.01), which indicates that the discourse-based math instructions exerted very positive effects on the students mathematical attitudes. Second, there were no statistically significant effects in learning achievements between the experimental and comparative group, but the experimental group, which recorded low mean scores in the pre-test, increased their mean scores by 3.81 points in the post-test, which suggests that the discourse-based math instructions had positive influences on them. Third, the subjects' responses on the questionnaire on discourse-based instructions reveal that the discourse-based math instructional provided them with an opportunity to explore solutions in various ways. In short, discourse-based math instructions have positive influences on mathematical attitudes and are effective in increasing communication ability.

• 한국어정보학회:학술대회논문집
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• 2016.10a
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• pp.33-38
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• 2016

수사구조는 텍스트의 각 구성 성분이 맺고 있는 관계를 의미하며, 필자의 의도는 논리적인 구조를 통해서 독자에게 더 잘 전달될 수 있다. 따라서 독자의 인지적 효과를 극대화할 수 있도록 수사구조를 고려하여 단락과 문장 구조를 구성하는 것이 필요하다. 그럼에도 불구하고 지금까지 수사구조에 기초한 한국어 분류체계를 만들거나 주석 코퍼스를 설계하려는 시도가 없었다. 본 연구에서는 기존 수사구조 이론을 기반으로, 한국어 보도문 형식에 적합한 30개 유형의 분류체계를 정제하고 최소 담화 단위별로 태깅한 코퍼스를 구축하였다. 또한 구축한 코퍼스를 토대로 중심문장을 비롯한 문장 구조의 특징과 분포 비율, 신문기사의 장르적 특성 등을 살펴봄으로써 텍스트에서 응집성의 실현 양상과 구문상의 특징을 확인하였다. 본 연구는 한국어 담화 구문에 적합한 수사구조 분류체계를 설계하고 이를 이용한 주석 코퍼스를 최초로 구축하였다는 점에서 의의를 갖는다.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.459-471
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• 2022

The purpose of this study is to develop the workshop to improve teachers' questions considering the context of discourse. Four pre-service science teachers in the fourth grade participated in the study. Pre-service science teachers participated in the workshop. The characteristics of their reflection on the question considering the context of discourse were analyzed. Pre-service science teachers considered the types of questions they learned in the workshop during the reflection. But the affective domains of students were rarely considered. Whether the students respond was considered as an important factor of reflection. The questions were evaluated based on the frequencies. A single question without context was reflected on. Various PCK elements were not considered comprehensively. Based on the results, the practical implications to develop a program for improving teacher expertise related to the questions considering the context of discourse were discussed.

• 한국과학교육학회:학술대회논문집
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• 2008.08a
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• pp.95.2-95.2
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• 2008