• English Language & Literature Teaching
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• no.6
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• pp.159-178
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• 2000

In systemic grammar an English clause is analysed simultaneously from the point view of its ideational function, interpersonal function and textual function. This study deals with only the ideational function of the three functions, which accounts for the underlying content of a clause. Transitivity is the subsystem of the ideational function. It specifies the different types of process that are recongnized in the language and the structures by which they are expressed. The purpose of the paper is to describe the transitivity of English clause on the basis of systemic approach. For this we analyzed the three subsystems of transitivity which are physical process, mental process and relational process in the form of features. And we described the sets of the features of the three different types of process in English clause in the framework of the system network.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.19-38
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• 2010

This study surveyed L2 learners' needs for different components of communicative competence. It aimed to determine what abilities the learners strongly need to achieve communicative competence in different learning contexts. It also examined gender differences in the learners' need for phonological competence. A total of 359 students participated in this study, divided into three learner groups: high school, vocational college, and university students. The data were collected via a questionnaire, which was based on Bachman's (1990) framework of language competence. The study drew some important findings: (a) The vocational trainees expressed a stronger need for illocutionary competence than the high school students and for sociolinguistic competence than the high school and the university groups; (b) The high school and the university groups equated grammatical, textual, illocutionary, and strategic competences in their needs with lesser attention to sociolinguistic competence; (c) To the high school and the university groups, pragmatic competence was assessed higher than organizational competence; (d) Female students showed greater sensitivity to pronunciation ability than did male students. On the basis of these results, pedagogical implications are discussed, along with some helpful suggestions.

• Language and Information
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• v.13 no.1
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• pp.1-20
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• 2009

Summarization is a complex cognitive task and its simulation is very difficult for machines. This paper presents an automatic summarization strategy that is based on a discourse categorization of the textual information. This categorization is carried out by the automatic identification of discourse markers in texts. We defend here the use of discourse methods in automatic summarization. Two evaluations of the summarization strategy are presented. The summaries produced by our strategy are evaluated with summaries produced by humans and other applications. These two evaluations display well the capacity of our application, based on EXCOM, to produce summaries comparable to the summaries of other applications.

• Cross-Cultural Studies
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• v.26
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• pp.487-508
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• 2012

The purpose of this study is to analyze communication between school and parents using the "letters to the parents", in order to examine possible areas of improvement for enhancing educational opportunities and school life adjustment for children from multi-cultural families. The letters to the parents used in elementary schools were analysed through genre analysis specifically for this study. At first, the Korean language textbooks for married female immigrants were investigated to see how many letters to parents were included in them. Second, letters to parents were collected to research their structure and content. They were categorized by the text type according to functions and speech acts. It is expected that the results of this study will be helpful for the Korean language education of married female immigrants.

• Journal of English Language & Literature
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• v.64 no.1
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• pp.39-60
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• 2018

This paper closely examines the textual representations of 'blackness' in Korean military camptown (gijichon) literature from 1950's to 1980's, and argues that the animalistic portrayals and almost compulsive bestialization of blacks reveal an attempted hierarchization of Koreans above blacks with an underlying belief in white supremacy in coming to terms with Korean postcolonial subjectivity. Going against the grain of nationalist readings of gijichon literature, which largely celebrate its resistance against US domination, this paper problematizes racialized postcoloniality emerging out of these stories that span over four decades. The paper demonstrates that the racist depictions of blacks as the Other and even sympathetic portrayals of black soldiers all work to legitimate white supremacy and hierarchize race in the formation of Korean postcolonial subjectivity, paradoxically reinforcing and perpetuating colonial racial ideologies.

• Journal of English Language & Literature
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• v.57 no.3
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• pp.391-411
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• 2011

This paper examines Du Boisian critique of American exceptionalism through a close textual analysis of his writings from early essays to later works. As an attempt to respond to the persistent grip American exceptionalism has on both the academia and the intellectual world at large, this paper tries to fill in the gaps within the discourse of American exceptionalism by exploring the works of one of the most towering American intellectual figures, and suggests that the discourse of American exceptionalism has remained within the purview of white scholars. Although at times inconsistent and contradictory, Du Bois's trenchant critique of American civilization and Western imperialism deconstructs the original ideals of America, creating more than a fissure in the ideology/hegemony/state fantasy of American exceptionalism. I argue that Du Boisian critique of American exceptionalism shows its violent marginalization and racialization based on white supremacy. Du Boisian critique should be a cautionary tale for those scholars who talk of "reform" or "replenishment" or even who occlude the possibility that American exceptionalism has not always functioned as a "state fantasy" by assuming its absolute blinding powers.

• Journal of English Language & Literature
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• v.58 no.2
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• pp.279-304
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• 2012

Since the publication of Foucault's Discipline and Punish, theatricality has become one of the key concepts in New Historicism. By defining theatricality as the most definitive feature of early modern society and culture, New Historicists have promoted the idea that theatrical practices in every day life were eventually replaced by textual practices as the western society started to undergo modernization with the advent of print culture and technologies. This paper questions this linear model of English literature, the shift of literary practices from theatricality to textuality in the event of modernization, by closely looking at the ways in which newsbooks and playlets during the English civil wars appealed to their target readers. The early print-based literary commodities during the English civil war (i.e. newsbooks and playlets) were able to win the attention of their audience not by breaking away from theatrical energy and creativity but instead by embracing and taking advantage of them through the use of dramatic conventions, dialogues, and many others. The newsbooks and the playlets during the time, however, did not simply replicate the dramatic forms and experiences of the previous generation. Instead, as the case study of Craftie Cromwell exemplifies, they went further to produce a different mode of theatricality by reshaping everyday lives into serialized drama, whose resolution is always already delayed and postponed into the ever-receding future. In conclusion, the study of the newsbook and playlets during the civil wars suggests that the textuality of modern times, materialized in print forms, have been co-evolved with the development of new theatricality, whose contents and forms are susceptible to the changes of everyday reality.

• Journal of English Language & Literature
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• v.56 no.5
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• pp.973-998
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• 2010

This paper aims at assessing the significance of Lyrical Ballads of 1798, the agreed inaugurator of English Romanticism, in terms of such key concepts as poetic "experiments," "conversation," and the authorial function. The 1798 volume marks an interesting incidence in which an author with no tangible substantiality can wield his authorial function over his works. The volume is signed without the named proper noun-its author is neither William Wordsworth nor Samuel Taylor Coleridge. The figure of the author in this case is realized by the poems he writes; he produces, and is produced by, his works-a fact that constitutes part of the poetic experiments manifested in the Advertisement. Working under this reciprocal production, the Author of the 1798 volume and his poems are collectively aiming at establishing a new class of poetry and an interpretive community. The notion of "conversation" is a key element in the thematic, stylistic ties among individual poems. Poems of the 1798 volume effect multi-layered, "blended" voices. Readers are expected to draw out the topological interweaving among poems through the practices of dialogic reading. In this light, the sequential necessity of "The Rime" and "Tintern Abbey" should be emphasized. They are stitched together in a logic of textual placement and the transition from one to the other is never arbitrary. Most of all, they are working under the same authorial function, complementing each other, and addressing the same poetic project in different textual locations. As an inaugural work of English Romanticism, Lyrical Ballads of 1798 in fact makes so many things happen and yet again anticipates something yet to come with elusiveness. The value of this poetic experiments should be judged not only by what is claimed in it, but what it sets out to do and "how far" it will be performed, as implied in the Advertisement. The efficacy of the volume, more than anything else, is dependent upon the performative power of words.

• Proceedings of the Korean Society for Bioinformatics Conference
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• 2003.10a
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• pp.3-3
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• 2003

With biomedical literature expanding so rapidly, there is an urgent need to discover and organize knowledge extracted from texts. Although factual databases contain crucial information the overwhelming amount of new knowledge remains in textual form (e.g. MEDLINE). In addition, new terms are constantly coined as the relationships linking new genes, drugs, proteins etc. As the size of biomedical literature is expanding, more systems are applying a variety of methods to automate the process of knowledge acquisition and management. In my talk, I focus on the project, GENIA, of our group at the University of Tokyo, the objective of which is to construct an information extraction system of protein - protein interaction from abstracts of MEDLINE. The talk includes (1) Techniques we use fDr named entity recognition (1-a) SOHMM (Self-organized HMM) (1-b) Maximum Entropy Model (1-c) Lexicon-based Recognizer (2) Treatment of term variants and acronym finders (3) Event extraction using a full parser (4) Linguistic resources for text mining (GENIA corpus) (4-a) Semantic Tags (4-b) Structural Annotations (4-c) Co-reference tags (4-d) GENIA ontology I will also talk about possible extension of our work that links the findings of molecular biology with clinical findings, and claim that textual based or conceptual based biology would be a viable alternative to system biology that tends to emphasize the role of simulation models in bioinformatics.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.1-20
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• 2004

The findings in contrastive rhetoric research of the twentieth century have shown that different cultures have different conventions in organizing written texts. These culture-related conventions were claimed to influence English texts written by L2 learners, including Asian learners of English. However, due to the massive inflow of the American culture into Asia as well as increased exposure to English in the midst of globalization of the last decade, it is quite probable that the textual gap between the native English writers and Asian EFL writers have been reduced. The present study investigates the changes that have taken place in EFL writer's knowledge of genre-specific writing over the past decade. To this aim, this study compared four sets of application essays written by four groups of applicants (1) native American applicants in 1993, (2) Korean EFL applicants in 1933, (3) native American applicants in 2003, and (4) Korean EFL applicants in 2003. The results suggested that the disparity between the Korean EFL writers' and the native English writers' texts were becoming less noticeable at the macro-level, possibly due to Korean EFL writers' enhanced textual awareness of English genre structures Pedagogical implications are discussed.