• Journal of Korean language education
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• v.23 no.1
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• pp.219-256
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• 2012

The aim of this study is to observe the trend of discourse study in language education and analyze the main issues by investigating the literatures related to discourse in Korean language education in the last ten years. This study observed the discourse study conducted in Korean language education from the perspectives of study subject, study method and study data. Moreover, based on the results, it estimated the achievements and effectiveness of the discourse study conducted in Korean language education. The subject of discourse study was mainly dealt with discourse function, discourse pattern, discourse marker, discourse structure. In the study methods, analysis of corpus and survey were mainly used as the study methods, and spoken corpus, written corpus and semi-spoken corpus were used as study materials. In particular, the semi-spoken corpus was used at a very high rate among them. This showed that discourse study in Korean language education was mainly focused on spoken corpus study. This study divided the detailed field of Korean language education into four fields of linguistic knowledge, communication function, teaching activities and learning activities, and observed the trends of discourse study in each field. Overall, it was recognized that relatively many studies were focused on linguistic knowledge, particularly in pragmatic perspective. It can be said that the study based on discourse has a language educational effectiveness in that it is based on actual data and improves practical communication skills in the environment of various languages.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.177-194
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• 2011

This study examines the use of discourse markers in cross-cultural communication between EFL learners in an e-learning environment. The study analyzes the use of discourse markers in a corpus of an interactive web with a bulletin board system through which college students of English at Japanese and Korean universities interacted with each other discussing the topics of local and global issues. It compares the use of discourse markers in the learners' corpus to that of a native English speakers' corpus. The results indicate that discourse markers are useful interactional devices to structure and organize discourse. EFL learners are found to display more frequent use of referentially and cognitively functional discourse markers and a relatively rare use of other markers. Native speakers are found to use a wider variety of discourse markers for different functions. Suggestions are made for using computer corpora in understanding EFL learners' language difficulties and helping them become more interactionally competent speakers.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.61-73
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• 2003

This is a descriptive study to identify patterns of teacher questioning discourse. Transcripts from Korean secondary science classrooms were examined while extensive review of literature on classroom discourse was carried out. When it is assumed that teacher questioning discourse can be categorized into different patterns by considering together the apparent exchange structures and pedagogical functions, various patterns of teacher questioning discourse were revealed. Although most patterns found illustrate the centrality of the teacher, a few of them are considered alternatives to the typical IRE discourse. A framework for classifying teacher questioning discourse is suggested and its implications for science teacher education and future research discussed.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.367-378
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• 2011

After pre-service teachers become teachers, traditional patterns of classroom discourse which they had experienced as students affect their classroom discourse implicitly. For this reason, it is needed to get a new insight for evaluating and reflecting a teacher's classroom discourse. In this study, I analyzed the information flow of science classes of pre-service elementary school teachers. The finding showed that teachers' organizational skills for students' information made advanced science classes by maintaining discourse cohesions. And the findings also showed a way how to analyze, evaluate or reflect science classroom discourse. This trial could contribute to find out the characteristics of teachers' science classroom discourse and show the directions to them how to change their classes beyond impressionable evaluations for their science classes.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.1-18
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• 2005

This study is a preliminary investigation of the nature of discourse marker acquisition in Korean American speakers of English. Discourse markers are of interest because they are not an aspect of language taught through formal instruction either to native or non-native speakers. Therefore, discourse marker use serves as indirect evidence of face-to-face interaction with native speakers and an indicator of integration. In this light, the present study examines the presence of discourse markers in Korean Americans. The markers chosen for analysis were you know, like, and I mean. The data consist of spontaneous speech elicited from interviews. Sociolinguistic variables such as age, sex, and generation (i.e., $1^{st}$, 1.5, $2^{nd}$) were examined. Results show that there appears to be interaction between the variables and discourse marker use. While all speakers showed variable acquisition of markers, younger, female, and 1.5 generation speakers were found to use discourse markers more than other speakers. Although discourse marker use is optional and thus not a linguistic feature that must be necessarily acquired, it is clear that use is pervasive and acquired differentially by English speakers irrespective of whether they are native or not.

• Research in Mathematical Education
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• v.18 no.3
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• pp.187-208
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• 2014

This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers' lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern "initiation-response-evaluation / feedback" (IRE/F) which is recurrent in all the lessons and the teacher's exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils' discourse is short and meaningless.

• Language and Information
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• v.6 no.1
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• pp.91-103
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• 2002

The temporal structure of events on the discourse level has long been of great interest in both theoretical and computational linguistics. In this paper, we offer a unified approach to the temporal relationships related to a hierarchical discourse structure. We apply the method of pronoun resolution to the interpretation of tense. It is based on an analysis within the framework of the controlled information packaging theory. A unique aspect of our account is that temporal interpretation across discourse segments in global discourse is subject to the same principles as the interpretation of global anaphora, and that there is thus no need to postulate independent principles to account for the discourse behaviour of tense. In this way, we can neatly explain the general view that tense parallels the anaphoric nature of pronouns.

• Cross-Cultural Studies
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• v.45
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• pp.381-431
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• 2016

This paper deals with Slavic discourse deixis comparing Russian, Polish, Czech and Bulgarian demonstrative and personal pronouns. In general, the Slavic proximal pronouns have precedence over the distal ones. Proximal pronouns, such as Russian eto, Polish to, and Bulgarian tova, are employed more frequently and widely than their distal counterparts to, tamto and onova. The distance-neutral pronoun to in Modern Czech was also a proximal pronoun in the past. These Slavic proximal and former-proximal pronouns function as a discourse deixis marker, whereas, in most other languages, the discourse deixis is mainly a function of distal or non-proximal demonstrative pronouns. However, the Russian, Polish, Czech, and Bulgarian discourse deixis differs in distal demonstrative and personal pronouns. In general, the Polish and Czech discourse deixis does not employ the distal demonstrative pronoun tamto or the personal pronoun ono. The Russian distal demonstrative pronoun to is actively used as a discourse deixis marker, and the personal pronoun ono can also be used to refer to the preceding discourse, though it is not frequent. In Bulgarian the distal demonstrative pronoun onova is rarely used to refer to a discourse, but the personal pronoun to frequently indicates a discourse that is repeatedly referred to in a text. The discourse deixis, which is a peripheral deixis and can be both deixis and anaphora, reveals different characteristics in different Slavic languages. In Russian, where all of the proximal, distal, and personal pronouns function as a discourse deixis marker, the deixis itself plays a crucial role in distinguishing these three pronouns from each other, revealing the speaker's psychological, emotional, temporal, and cognitive proximity to or distance from a given discourse. In Bulgarian, the most analytic Slavic language, the personal pronoun is used more as a discourse deixis marker to reveal the highest givenness of a discourse, and it seems that Bulgarian discourse deixis is more anaphoric than the other Slavic discourse deixis is.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.201-207
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• 2024

In this study, we investigated the current status of written discourse mediation in a more general and in-depth manner, including the training completion experience and knowledge of written discourse mediation among Speech-Language Pathologists in Korea, and the Speech-Language Pathologists' perceptions of written discourse mediation. We wanted to look into the requirements. Research results were derived through a questionnaire answered by 110 Speech-Language Pathologists. As a result, although most Speech-Language Pathologists learned about written discourse intervention in the curriculum, their application of written discourse intervention in clinical settings is insufficient and they have difficulty with written discourse intervention due to lack of systematic and professional knowledge of this intervention. I could tell that I was feeling it. Looking at the status of written discourse intervention, only 46.4% of the Speech-Language Pathologists who responded in clinical settings showed that they had experience with written discourse intervention. In other words, it was analyzed that 53.6% of respondents had no experience with writing discourse mediation. As a result of Speech-Language Pathologists' perception and demand for written discourse intervention, 76.4% of SpeechLanguage Pathologists responded that they thought written discourse intervention was an important area of speech therapy. In addition, 62.8% of respondents responded that a curriculum for discourse mediation is necessary, more than 90% said that continuous research on written discourse mediation is necessary, and 89.1% thought that the development of textbooks and teaching aids was necessary.This study is significant in that it investigated the experiences and perceptions of Speech-Language Pathologists in written discourse intervention and analyzed the results in that it provided direction on how education and various processes related to written discourse intervention should be conducted.

• Phonetics and Speech Sciences
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• v.6 no.4
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• pp.67-77
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• 2014

This study investigated (1) whether Korean learners of English use discourse-level prosody in L2 production as native speakers of English do, and (2) whether discourse-level prosody is also found in the Korean language, as is evident in the prosody of native speakers of English. The study compared the production of the same 15 sentences in two types of reading materials, sentence-level and discourse-level. This study analyzed the onset pitch, sentence mean pitch and pause length to examine the paratone (intonational paragraph) realization in discourse-level speech. The results showed that in L2 discourse-level prosody, the Korean speakers were limited in displaying paratone and did not made significant difference between sentence-level and discourse-level prosody. On the other hand, in L1 discourse-level text, both English and Korean participants demonstrated paratone using pitch. However, there were differences in using prosodic cues between two groups. In using pauses, the ES group paused longer before both the orthographically marked and not marked topic sentences. The KS group paused longer only before the orthographically marked topic sentence in both L1 and L2 text reading. In the comparison of sentence-level and discourse-level prosody, the topic sentences were marked by different prosodic cues. English participants used higher sentence mean pitch, and the Korean participants used higher onset pitch.