• Archives of design research
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• v.20 no.2 s.70
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• pp.77-88
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• 2007

Visual trope is one of the important appealing methods of creativity to induce voluntary consumer participation. In many cases, it delivers a message using metaphors. To define the concepts of_metaphor, we investigated methods of expression and significance of metaphor itself and associated forms; in all: metaphor, analogy, catachresis, metonymy, and synecdoche. We also considered the structure of each form to propose a method of metricizing the metaphor Consequently, we found that the metaphor of a visual trope is a type of operation and development of codes. We suggested models for each form type and concept of metaphor through the evaluation of metaphor significance and case study. Metaphor significance forms mutually close relationships with codes of pragmatics, semantics, and syntax. We suggested a type of metrics or a guideline for an expression method and evaluation of a visual trope appropriate for a metaphor form type. Therefore and importantly, the following study presents unique, but manifold results that are also useful in the field of design.

• Language and Information
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• v.1
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• pp.227-276
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• 1997

There has been no nuanimous analysis of specific indefinites. It is still disputed even whether specificity is a matter of semantics of pragmatics. In this paper, I introduce some properties of specific indefinites, and explain them based on the meaning of specificity. Specificity intuitively means that the speaker or someone else in the context has some individual in mind, which is generally accepted among liguistics. The main issue is how to represent the meaning of 'have-in-mind'. I review some philosophical discusstions of cognitive contact and show that when the use of an expression involves 'have-in-mind', the expression is rigid designator in the belief of the agent who has an individual in mind. in the use of a specific indefinite, this applies only to the information state of the agent of 'have-in-mind'. To represent this asymmetry, I propose a new theory of dynamic semantics, in which a common ground consists of multiple information states, as many as the number of the participants in a conversation. Moreover, each information state is structured as a set of epistemic alternatives, which is a set of possible information states of a participant in the context. Based on this semantics, the properties of specific indefinites are explained.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.111-134
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• 2005

This paper examines high school English textbooks to ascertain if they appropriately reflect the kinds and frequencies of routine formulas and downgraders of request act used by English native speakers. It is important to present authentic routine formulas in textbooks for students to acquire proper, efficient and safe communication strategies to communicate with other English speakers. For the analysis, currently available 7 series of 21 high school English textbooks under the $7^{th}$ National Curriculum were selected. Each series of textbooks contains 3 school grade textbooks as High School English, High School English I, and High School English II. The results show that the high school English textbooks generally demonstrate a secund reflection of the English native speakers' use of request strategies and downgraders. That is, the textbooks were found to have presented mostly casual forms of routine formulas while they have not presented sufficient coverage of elaborated polite routine formulas for requesting which English native speakers frequently use. The presence of some kinds of the frequently used downgraders was also very small in proportion in the textbooks. More effort should be given to complement the deficiency in this area by teachers and researchers.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.125-141
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• 2002

This paper examines the pragmatic features of the thanking and apologizing moves which appear in requestive email of Korean speakers of English as a foreign language and American English native speakers. It is important for second language learners to behave appropriately in a target language when communicating with other English speakers who have different cultural backgrounds. The result of this study revealed the differences in the use of thanking and apologizing moves in the requestive email between Koreans and Americans. Koreans used fewer moves of thanking and more moves of apologizing than Americans in three different situations. Koreans' underuse of thanking which is a routine and formulaic expression for Americans could be a marked phenomenon to a recipient of the email in English bringing about a minus effect.

• Language and Information
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• v.9 no.1
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• pp.35-49
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• 2005

Lakoff(1986) claim that sequential fading alone suffices to sanction ATB violations cannot be supported in Korean verbal coordination of TP, since extraction from the conjunction of TP in Korean is impossible regardless of whether the conjuncts are interpreted sequentially or non-sequentially. However, ATB violations are allowed in the coordination of Non-TP, only when the conjuncts are interpreted sequentially. 1 will argue that Non-TP, in coordination are ambiguous between a conjunct and adjunct analysis. Furthermore, a claim made here is that the distinction between the sequential and non-sequential reading in Non-TP coordination is a distinction made by syntax, while the sequential vs. non-sequential reading in TP coordination is derived from semantics or pragmatics.

• Language and Information
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• v.7 no.2
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• pp.59-79
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• 2003

Coordination in natural language is often syntactically explained by the rule schema X \longrightarrow X′ and X", where X′ and X" refer to expressions of a like syntactic type. While this schema does explain a lot of instances of coordination, it is well known that this schema also gives rise to serious structural ambiguity, leading not only to numerous unintended interpretations but also to a high degree of unnecessary computational complexity. In order to identify intended interpretations, we need to take into account a number of clues at all the levels of morphology, syntax, semantics, and pragmatics/discourse. In this paper, we propose, with an accompanying data analysis, principles of symmetry and coherency for an effective and reasonable identification of intended interpretations from coordination-bearing sentences.

• Journal of Korean language education
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• v.28 no.2
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• pp.89-112
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• 2017

Grammar has long been regarded as an important element in foreign language learning and has received a lot of attention from foreign language learners and researchers. However, in the process of learning, learners will confront an increasing number of words some of which may have multiple meanings. It is not easy for language learners to memorize and master the correct use of these words, especially in terms of pragmatics. Some learners may use the grammar correctly, but their writing or utterance may feel unnatural in discourse. In Korean, '나다, 들다' are two basic verbs, but they have many different meanings which cause a lot of confusion among learners of Korean as a foreign language. In this article, the writer attempts to make a distinction between the collocations of the two verbs '나다, 들다' and provides an effective method for teaching the learners of Korean in China.

• Educational Technology International
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• v.14 no.1
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• pp.27-40
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• 2013

Design-Based Research (DBR) focuses on developing key principles of interventions to advance both theory and practicalities of dissemination (Brown, 1992), yet its methodological details have not been quite established. Thus, the purpose of this paper is to address the pragmatics of DBR by sharing the researcher's reflections on conducting a longitudinal DBR project for five years. In an attempt to advance college teaching practices as well as theories related to student plagiarism, the project focused on refining "humble" theories on how and why college students engage in plagiarism to design classroom interventions for promoting academic integrity. Similar to the Integrative Learning Design (ILD) framework proposed by Bannan-Ritland (2003), but conducted in a much simpler and less formal format, this study followed DBR cycles from initial conceptualization to design and enact instructional interventions in authentic contexts while collecting both quantitative and qualitative data from each phase. Finally, the paper addresses some challenges encountered throughout the DBR project as well as the lessons learned from this experience. Like many previous DBR studies whose practical relevance is limited to local context, the findings from this study may not be easily generalized for other contexts.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.99-118
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• 2011

Research on strategic Code-Switching (CS) of second language learners in teaching English in English (TEE) program provides an elaborate framework for analyzing how learners manage to express themselves in spite of their limited knowledge of the target language. This research presupposes that L2 learners' CS presents innovative solutions for communicative strategy, and that CS used as communicative strategy can promote L2 learners' language acquisition. The major questions of current research involve examining the significant patterns of different functions of CS in L2 learners' interaction and investigating L2 learners' CS styles according to the different functions of CS. The implication of CS utility is regarded as a teaching technique in the TEE program. Recorded transcript is analyzed to trace the same pattern and the categorization of CS as well as to recognize the functions of CS and their ratio. Hence, this leads to the conclusion that learners' negotiation between code selection and communication intention occurs in patterns. The learners' CS tends to be predictable, reproductive, and systematic, as one of the language acquisition phases. Therefore, the attention to the CS in the TEE program should be redirected in communication substantiality toward the principles of pragmatics. As an additional advantage of the CS analysis, this research elaborates on a conceptual acceptance of CS as a set of learners' strategies in the TEE program.

• English Language & Literature Teaching
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• no.6
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• pp.113-142
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• 2000

In order to obtain a better understanding of L2 learners, transitional knowledges, it is very important and necessary to have a better knowledge of interlanguage. According to Corder, the role of interlanguage in English education holds significance to (1) for language teachers, (2) for language learners themselves, and (3) for language textbook compilers. To me the significance of interlanguage in English education can be described in terms of not only language teachers, learners themselves, textbook writers and compilers but pure linguists, applied linguists, school authorities as well as parents. For language learners themselves a clear understanding of interlanguage results in students being receptive to language input, and the avoidance of mental block, and low levels of foreign language anxiety. Native speakers of English (NSE) reflect not only linguistic features but also psychological, socio-linguistic, and discourse features when engaged in communication activities. This means that L2 learners are introduced to these different features, especially pragmatic features which are different from their mother tongue or L1 when engaged in communication with NSE. Hence the importance of interlanguage pragmatics should be recognized. It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS. It should also be noted that interlanguage can form the foundation of language acquisition theory and linguistic analysis.