• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.465-494
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• 2017

Teachers' conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers' conceptions of teacher discourse, through tasks analyzing and evaluating teachers' moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers' conceptions were congruent with dialogical discourse: they criticized teacher's one-way communication and ignoring students' voices; they supported teacher's questions probing students' thinking and receptive attitude to ward students' wrong answers. However, some deep and subtle facets of their conceptions were more congruent with authoritative discourse rather than dialogical discourse: they positively perceived teacher's closed, information seeking questions that funnel students' thinking to the predetermined procedure; they emotionally resisted teacher's questions which might facilitate dialogical engagement by allowing students to judge mathematical correctness of ideas from their peers. Preservice teachers' conceptions of teacher discourse explored in this research provide useful foundations on which to build continuous and coherent teacher professional development programs about classroom discourse.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.3 no.4
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• pp.101-106
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• 2017

This paper investigates how news media frame news editorials to deliver their subjective ideological stance through news discourse related with two candidates in 2016 U.S presidential election. For this purpose, 13 editorials were chosen and analyzed which appeared on the New York Time for the period from Sept. 1 to Sept. 30, almost two months prior to the election, giving special attention to the headlines of those editorials and the expressive linguistic forms in the selected two articles, based on the two theoretical frameworks-van Dijk' (1996)'s ideological square and Martin and White (2005)'s Appraisal Theory. The results are as follows: (1) editorials clearly supported Hillary Clinton; (2) following the appraisal theory, the category of 'feeling' was applied in expressing the preference for Hillary, whereas the strategy of judgment for Trump, where the strategy of 'emphasis' from the ideological framework were used for both candidates.

• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.567-584
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• 2017

This study investigated formats and structure of meanings for the TV talk shows with North Korean defectors. The authors selected of Channel A and of TV Chosun as research subjects. As results of this study, it was found that the former dealt with heavy issues about North Korea, expressed positive perspectives on North Korea and fantasic expectations about South Korea, and produced superior dicourse of South Korea. On the other hand, the latter one dealt with light and sensational items about North Korea, employed dialogues about critics and disappointments on South Korea, and produced problematic discourse about South Korea. The former produced a kind of converged discourse structure to create superior ideology of South Korea, while the latter produced a kind of dichotomous discourse structure to create frustrating ideology. In short, through this study, it turned out that North Korean defectors suffered from their confused identities, unclear self identities, and minority positions in the South Korean society.

• 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.38 no.5
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• pp.739-751
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• 2018

The purpose of this study is to identify the differences of argumentation discourses for Socio-Scientific Issues in the types of decision-making and personality traits of pre-service biology teachers. For this study, SSI discussion topics were selected according to four types of decision making: logical reasoning, suggestion of complement, emotional base, and internal conflict. Three groups were constructed based on personality traits such as extroversion, acceptability, and integrity. Each three group used the workbook specially developed and freely used the smart device for discussion. A recorder and a camcorder were used to record each group, their behavior was recorded and the written materials during the discussion were collected for the results. Using Walton's analysis framework, the collected data analyzed in terms of the source of utterance, the process of dialogue shift, and the critical movements that can judge the reasoning of utterance. As a result of the study, it was confirmed that the decision-making type of SSI topics and learners' personalities were influential in the decision-making process of SSI small group discussions. This research shows that there is a need to develop instructional materials considering decision-making types and learners' personality types of students as well as pre-service teachers for SSI discussion.

• Cross-Cultural Studies
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• v.52
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• pp.165-194
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• 2018

Employing Fairclough's critical discourse analysis (CDA), the purpose of this study was to analyze linguistically significant features, intertextuality, and sociocultural practice focusing on selected editorials of The Global Times, $Hu{\acute{a}}nqi{\acute{u}}$ Shíbào on the 2018 United States-China Trade War. The editorial titled "With the strong will of 'the War to Resist America and Aid Chosun,' let us go through the trade war against America" focused on the use of 'war' related vocabulary in the frame of 'war.' First, "Trade War" and "War to Resist America and Aid Chosun" are examples that reveal metaphors and a war frame. Second, "Strategy" is used positively for China but negatively towards America. Third, various war related words are used. Fourth, cases of allusion illustrate war. Intertextuality in terms of discourse practice pertains to two findings. First, The Global Times, $Hu{\acute{a}}nqi{\acute{u}}$ Shíbào repeatedly uses the phrase 'equivalent revenge.' That is because the expression enables China to justify their counterattack and such war that China may wage can be interpreted as just counterattack much like a self-defense mechanism. Second, the expression, 'the counterattack is not intended but it is not fearful' is repeated in several editorials of the newspaper. The reasons are the following: 1) it is used to appeal to the public, 2) by invoking the feeling of fear, the public should be understand why they should unite, and 3) the expression, "it is not fearful" is used to preserve China's global image and "the counterattack is not intended" is used to signal China's will to America. The whole expression is a good example of intertextuality that repetitively illustrates the intended meaning of China in nine editorials in the newspaper within three months, March 23-June 17, 2018. Finally, sociocultural practice is manipulated through the editorial for disseminating the Chinese government's hegemonic ideology. First, it is clear that the core national project, "China Manufacturing 2025" cannot be abandoned. Second, by calling for "War to Resist America and Aid Chosun" the editorial is manipulated to condemn and intimidate America, avoid dissent of the people, appeal to the people, and empower the government. Third, China somehow wants to open up the possibility of negotiation with the United Sates.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.203-217
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• 2018

The research objective of this study is to analyze the aspects of small group decision-making process based on reading news reports in the context of the socio-scientific issues (SSI) activity related to climate change. Twenty-two high school students from Gyeonggi Province, South Korea, were asked to read two news reports on the UN climate change conferences and take a stance on joining the Paris Agreement both as an individual and as a small group. The news reports were analyzed in terms of genre, discourse, and style adapting the critical discourse analysis (CDA) and the decision-making processes of the small groups were examined on recognizing a problem and evaluating alternatives and decisions. The results from analyzing the news reports denoted that the Paris agreement is not only related to finding ideal solutions to climate change, but rather, connected to political or economic interests and power relationship. In the stage of recognizing a problem, meanwhile, different frames which students recognize the Paris agreement and discourses in the foreground of the news reports were the critical causes in terms of identifying the problem. In the stage of evaluating alternatives and decisions, the equity and fairness were the criteria for the small group discussions. This study implies the necessity of the scientific literacy instruction to develop the ability to critical reading in the context of the SSI.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.565-575
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• 2017

This study analyzes the epistemic considerations and the argumentation level revealed in the discourse of the key concept of natural selection for science-gifted elementary students. The paper analyzes and discusses the results of a three-student focus group, drawn from a cohort of twenty gifted sixth-grade elementary students. Nature, generality, justification, and audience were used to analyze epistemic consideration. Learning progression in scientific argumentation including argument construction and critique was used to analyze students' scientific argumentation level. The findings are as follows: First, Epistemic considerations in discourse varied between key concepts of natural selection discussed. The nature aspect of epistemic considerations is highly expressed in the discourse for all natural selection key concepts. But the level of generality, justification and audience was high or low, and the level was not revealed in the discourse. In the heredity of variation, which is highly expressed in terms of generality of knowledge, the linkage with various phenomena against the acquired character generated a variety of ideas. These ideas were used to facilitate engagement in argumentation, so that all three students showed the level of argumentation of suggestions of counter-critique. Second, students tried to explain the process of speciation by using concepts that were high in practical epistemic considerations level when explaining the concept of speciation, which is the final natural selection key concept. Conversely, the concept of low level of epistemic considerations was not included as an explanation factor. The results of this study suggest that students need to analyze specific factors to understand why epistemological decisions are made by students and how epistemological resources are used according to context through various epistemological resources. Analysis of various factors influencing epistemological decisions can be a mediator of the instructor who can improve the quality and level of the argumentation.