• English Language & Literature Teaching
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• v.13 no.2
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• pp.177-200
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• 2007

The language socialization approach states that novices are socialized into cultural norms through participating in routine, repeated interactional acts and sequences (e.g., Ochs & Schieffelin, 1984; Ochs, 1988; Schieffelin & Ochs, 1986a; 1986b; Watson-Gegeo & Gegeo, 1986). One of the cultural norms or dominant epistemological orientations in American culture is the tendency to avoid the overt display of power asymmetry in novice-expert relationship (Ochs & Schieffelin, 1984). This study examines how this cultural preference is reflected and encoded in ESL teachers' use of routine discourse patterns in corrective sequences. Eight hours of ESL classes taught by three Caucasian teachers born and educated in the U.S. were analyzed for the study. The analysis showed that the cultural tendency in question is keyed and indexed in the teacher's routine corrective discourse patterns in the form of various questioning, elicitation, and mitigation practices. Findings support that teachers' routine classroom discourse practices represent their cultural ideologies and transfer these cultural predispositions to second language learners and that they possibly socialize the learners into the target language-oriented beliefs.

• Proceedings of the KSR Conference
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• 2009.05a
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• pp.1817-1827
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• 2009

Although human error is recognized as the primary cause of railway accidents and incidents, there have been limitations in finding the root causes of errors and developing effective corrective actions in the Korean railway industry, due to the absence of a systematic method and lack of professional knowledge and skills of investigators. Therefore, there has been a strong need for a systematic methodology for human error analysis. This paper introduces a methodology for analyzing human error m railway operations, called HEAR (Human Error Analysis and Reduction). HEAR is intended to help analysts identify the sequences and various levels of causes of operators' erroneous actions in railway accidents or incidents and make recommendations to eliminate or reduce the future possibility of similar errors and accidents. It was developed based on a thorough investigation of various techniques for human errors analysis and feedback from field investigators.