• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.60-68
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• 2017

Through this thesis, I wanted to understand the form of free indirect discourse of modern films. To this end, I first explored the notion of the polyphonie as a mixture of the speaker and the character' voice in order to establish a concept related to free indirect discourse. However, I could not overlook the differences in the form of novels and movies to apply the following theory to films. Based on the concept of narrative distance, I sought to explore the possibility of free indirect discourse from the dual position of the camera. Next, I introduced the concept of free indirect discourse in the film by introducing the concept of Time in G. Deleuze' CinemaII. In other words, the time from Deleuze is the past and the present cycle, and he sees the Time circulating like the Non-Euclidean space. I wanted to understand the form of free indirect discourse in films by analyzing the concept of Time as an analysis of the movie .

• Language and Information
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• v.6 no.1
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• pp.21-40
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• 2002

This paper explores Discourse Rep-resentation Structures which can successfully describe the mental representations that discourse participants form when they hear so-called double access sentences. The syntactic, semantic and pragmatic characteristics of double access sentences are discussed. The analysis proposed in this paper, employing a modified version of the 'conditional beliefs' of Chung(1997), successfully explains the semantic and pragmatic characteristics of present or future tense in double access sentences as well as when and why the speaker should take or can be exempted from the responsibility for using present or future tense in double access sentences.

• Archives of design research
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• v.14
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• pp.33-41
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• 1996

Typography has two aspects, form and meaning. It is a collaboration of elements both to be read and to be seen. Typographer has to consider that typography has a meaning from only visual form as well as various meanings from every receiver. Because meaning could be differently translated through their cultures, experiences and so on. New visual communication style, typography as discourse, is not one-way communication, but dialogue communication.

• Korean Journal of Cognitive Science
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• v.2 no.1
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• pp.143-165
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• 1990

I will discuss some aspects of the meaning of prodiscoure maker 'kulay'in Korea.This marker has been studied few scholars,since Korean lingusts did not have any interest about this category of linguistic form.Also,they did not realized the importance of discourse and discourse markers.So,we have only shallow information about prodiscourse phenomena and prodiscourse markers,too. Morphologically,kulay(그래)'could be analyzed into 'ku(그)'and 'lay(래)'and 'lay(래)'could be divided into'l(ㄹ)'and 'ay(ㅐ)' again.But I will discuss 'kulay'as one linguistic unit without divison. It will be claimed in this paper that both [prodiscoures]feature and [discourse continuity]feature can satisfactorily account for the core meaning of'kulay'.And,it will be mentioned that the marker has many kinds of specfic meaning depends on paricular discourse.Also, I would like to examine the semantic feature([prodiscourse+discourse continuity]) in many kinds of korean discourse.And I will show that some factors re;ated tp the marker's specific meaning are the meaning of preceding and following discourse and the participant's psychological attitude.The conclusion must be that the meaning of 'kulay'can help us understand certain phenomena about prodiscourse and prodiscourse markers in the korean language.Also the various meanings of 'kulay'can give more information to Applied-Korean linguistics.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.121-137
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• 2005

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

• Journal of the Korean Institute of Telematics and Electronics B
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• v.33B no.3
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• pp.159-168
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• 1996

In this paper, the natural language dialogue understanding sytem, based on discourse information and plan recognition, is designed and implemented. The system needs to analyze the user's input utterance and acquire the discoruse information to perform plan recognition and facilitate cooperative response. This paper proposes the mehtod of controlling a dialogue, based on the algorithm for extracting the discourse information. When the discourse information for dialogue understanding is extracted, the information-based value in feature structure that is obtained form korean parser is used. And the system makes use of the structure. Thus it can offer the response that the user wants to take, and let the dialogue to study in utterance level and enhance the efficiency of dialogue understanding. In this paper, we apply the system to the hotel reservation domain and show the mehtod of using the discoruse information to control the dialogue.

• 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.

• Korean Institute of Interior Design Journal
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• v.21 no.4
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• pp.21-30
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• 2012

Interior space of modern society has a request for non-functional considerations as well as a need for function. French sociologist Jean Baudrillard defined this phenomenon as a dialectical relationship between the functional system and the non-functional system in his book "The System of Objects". The main goal of interior design is the pursuit of non-functional aspects which can satisfy emotional needs of human being without ignoring functional side. This means that designer should exceed the limitation of the functional system and overcome it by his own idea and method. Under this recognition, this paper tried to understand how Shiro Kuramata and Takashi Sugimoto accomplished the overcoming successfully. Sugimoto breaks through mechanical monotony introducing the non-functional objects into the functional system. His objects have power and form of the nature. They also shows traces of manufacture and labor. They works as media transferring old life and values. Sugimoto sometimes adopts the non-functional system such as collection, so it reveals time of collecting and arrangement of various objects. In contrast to Sugimoto, Kuramata erased the form of functional object and turned over the everydayness of the functional system. Instead, aesthetical phenomena substitutes form. Having doubts about the geometrical order of functional system, he opened a discourse for its meaning and limitation. However they have something in common which works as a blueprint for establishing subject's discourse. This discourse is comprised of their own memories of scenes. These subjects' discourse institute worlds through their design works based on each methodology. From the Heideggerian point of view, the worlds offer a foundation which allows the establishment of art in interior design.

• School Mathematics
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• v.17 no.2
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• pp.203-222
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• 2015

This study analyzed the classroom discourse between teacher and students based on the Mehan(1979a)'s theory to examine the characteristics of the classroom discourse between teacher and students in high school statistics class. The results of this study on the structure of class showed that the statistics class in this study adopted knowledge transmission-oriented teacher-led class in which the framework of introductiondevelopment- arrangement, which is Mehan's basic 3 stages, is clearly represented. The results of examining I-R-E sequence showed that $I_T-R_T$ structure, in which the teacher asks questions and the teacher talks about the answer, frequently appeared. And the statistics class in this study was monological class in which students hardly participated. Through these results of this study, it was found that teacher should form the statistical context, in which students can participate in discourse, and build discourse learning community and induce argumentational discourse through metaprocess elicitation.

• Asia Pacific Journal of Corpus Research
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• v.1 no.2
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• pp.27-39
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• 2020

This paper examines the frequency and distribution of the so-called "non-discourse marker functions" of so in essay writings produced by 200 L1 English speakers and 1,300 EFL learners in China, Japan, Korea, and Taiwan. Based on the data drawn from the International Corpus Network of Asian Learners of English, this study compares EFL learners and L1 English speakers' uses of so, identifying four grammatical uses, as (1) an adverb, (2) part of a fixed phrase, (3) a pro-form, and (4) a conjunction phrase specifying purpose. This study aims to show the wide variability among EFL learners with different L1s, identifying the tendency of usage both common among and specific to the sub-groups of EFL learners. The findings suggest that the learners demonstrate patterns distinctively different from those of L1 English speakers, indicating an underuse of so as a marker expressing "purpose" and an overuse as part of fixed phrases. Compared to L1 English speakers, the learners also tend to overuse so in the discourse marker functions, regardless of their L1s. The study proposes pedagogical implications focusing on discourse flow and diachronic aspects of so in order to understand its multifunctionality, although the latter is primarily suggested for advanced learners.