• 한국콘텐츠학회논문지
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• 제17권9호
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• pp.60-68
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• 2017

필자는 이 논문을 통해 현대영화의 자유간접화법의 형식들을 파악하고자 한다. 우선 자유간접화법과 관련한 개념 정립을 위해 바흐친의 화자와 인물의 목소리의 혼합이라는 다음성 이론을 살펴보았다. 그러나 다음성 이론을 영화에 적용하기 위해서는 소설과 영화의 형식적 차이를 간과할 수 없으며, 이에 필자는 필자의 선행 연구인 서사 거리(narrative distance) 개념에 기초하여 영화 저작도구인 카메라의 이중적 위치에서 영화의 자유간접화법의 가능성을 찾으려 한다. 이어서 필자는 들뢰즈가 "시네마II"에서 주창한 시간 개념을 도입하여 영화의 자유간접화법의 의미를 분석하였다. 즉, 들뢰즈에게서 시간은 과거와 현재의 순환이며 비유크리트적 공간처럼 시간도 순환한다고 본다. 이런 들뢰즈의 크리스털 이미지로서의 시간 개념을 영화 <여자, 정혜>의 분석 도구로 원용하여 영화 속 자유간접화법의 형식들을 이해하고자 한다.

• 한국언어정보학회지:언어와정보
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• 제6권1호
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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.

• 디자인학연구
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• 제14권
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• pp.33-41
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• 1996

타이포그래피는 형태와 의미라고 하는 양면을 가지고 있다. 즉, 읽기(reading)와 보기(seeing)를 모두 요구하는 요소들의 집합체인데 형태로서 나타내는 의미도 물론 중요하지만 정확한 의사전달을 위 하여는 수용자 측면에서 야기 될 수 있는 다양한 의미를 추정하여 그 의미를 표현해야 한다. 이러한 사고를 바탕으로 탄생한 ' 담론으로서의 타이포그래피' 는 디자이너 입장에서는 일방적인 커뮤니케이션이 아닌 대화 형식의 커뮤니케이션을 위한 새로운 스타일이다. 의미는 한 곳에 정체되어 있는 것이 아니라 수용자에 따라 무한한 가능성이 열려 있기 때문에 이러한 표현 방법의 의의는 매우 크다. 따라서 이를 실제 강의에 적용, 그 가능성을 확인하였다.

• 인지과학
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• 제2권1호
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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.

• 영어어문교육
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• 제11권4호
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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).

• 전자공학회논문지B
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• 제33B권3호
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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.

• 영어어문교육
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• 제13권2호
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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.

• 한국실내디자인학회논문집
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• 제21권4호
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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.

• 대한수학교육학회지:학교수학
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• 제17권2호
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• pp.203-222
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• 2015

본 연구의 목적은 고등학교 통계 수업 시간에 발생하는 교사와 학생 사이의 수업담화의 특징을 알아보는 것이다. 이를 위하여 Mehan(1979a)의 이론을 바탕으로 교사와 학생 사이의 수업담화를 분석하였다. 먼저, 연구참여 수학교사의 전형적인 통계 수업담화에 해당하는 1차시를 선정하고 이를 수업의 구조, I-R-E 연속체, 수업의 사회적 참여 구조를 중심으로 분석하였다. 본 연구의 결과, 연구참여 교사의 통계 수업은 Mehan(1979a)의 기본적인 수업 3단계인 도입-전개-정리의 틀이 분명하게 나타나는 지식 전달 위주의 강의식 수업 방식을 따르고 있었다. I-R-E 연속체를 살펴본 결과, 교사가 질문하고 교사가 답을 이야기하는 $I_T-R_T$ 구조가 자주 나타났으며, 학생의 참여가 거의 없는 독백적 수업이었다. 본 연구 결과를 통해 교사는 학생들이 담화에 참여할 수 있는 통계적 맥락을 형성하여 담화 학습 공동체를 만들고 메타과정적 유도행위를 통한 논증적 담화를 유도해야 함을 알 수 있었다.

• 아시아태평양코퍼스연구
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• 제1권2호
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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.