• Journal of Contemporary Eastern Asia
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• v.18 no.2
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• pp.90-117
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• 2019

How is science advice integrated in environmental policymaking? This is an increasingly pertinent question that is being raised since the nuclear catastrophe of Fukushima, Japan, in 2011. Global re-evaluation of energy policies and climate mitigation measures include discussions on how to better integrate science advice in policymaking, and at the same time keeping science independent from political influence. This paper addressed the policy discourse of setting up a national CO2 reduction target in Japanese policymaking between 2009 and 2012. The target proposed by the former DPJ government was turned down, and Japan lacked a clear strategy for long-term climate mitigation. The analysis provides explanations from a quantitative actor-network perspective. Centrality measures from social network analysis for policy actors in an environmental policy network of Japan were calculated to identify those actors that control the discourse. Data used for analysis comes from the Global Environmental Policy Actor Network 2 (GEPON 2) survey conducted in Japan (2012-13). Science advice in Japan was kept independent from political influence and was mostly excluded from policymaking. One of the two largest discourse coalitions in the environmental policy network promoted a higher CO2 reduction target for international negotiations but favored lowering the target after a new international agreement would have been set. This may explain why Japan struggled to commit to long-term mitigation strategies. Applying social network analysis to quantitatively calculate discourse coalitions was a feasible methodology for investigating "discursive power." But limited in discussing the "practice" (e.g. meetings, telephone, or email conversations) among the actors in discourse coalitions.

• 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.

• Korean Journal of Cognitive Science
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• v.11 no.3_4
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• pp.23-32
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• 2000

The distinction between main structure and side structure in discourse which was central to narrative studies has lacked an adequate. formal definition. This study supports the contention that there exists a hierarchical structure between discourse units constituting main structures, substructures, and side structures. The aim of this study is twofold: (j) to present an adequate. formal definition that provides a general identification criterion for distinguishing main structure from substructure and side structure proposed by Kuppevelt, and (jj) to propose conceptual relations representing hierarchical structures in discourse based on Sowa's Conceptual Structure Theory. The proposed conceptual relations which represent hierarchy and pragmatic relations of discourse segments are: DIGR (digression). T-SHFT (topic shift), and FRAM (frame). This s study shows pragmatic functions can be incorporated within CST in a systematic way.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.1
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• pp.171-198
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• 2015

This study used social discourse analysis and analyzed social discourse on library reflected in media, social media, interview and diary of persons concerned, particularly focusing on controversy over whether 'The Forest of Wisdom' should be called a 'library'. The study analyzed a three-dimensional framework, including media report that eventually developed a social 'discourse event', social media surrounding this issue, and interview with persons in the library community and publishing industry regarding discourse. This study draws a conclusion that 'The Forest of Wisdom' rather led social discourse over the role of library especially when traditional library is faced with new demands for discourse and changes. It is meaningful in that this issue provided an opportunity for library and the publishing industry to think over and develop ways for autonomous discourse that seeks their true value.

• Journal of Science Education
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• v.39 no.1
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• pp.113-131
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• 2015

The purpose of this study was to analyze the interactive patterns between teacher and students in middle school earthh science classroom, identify difference of discourse types between earthh science classes taught by majored and non-majored teacher, find the relationship between the discourse pattern and the type of teachers' questions. For that purpose, the participants in this study included four teachers and their students of three middle schools in Seoul. The data consisted of two parts. First, we categorized interaction between teacher and students into the types of discourses by the use of Mortimer and Scott's analytical framework(2003). Second, we classified teachers' questions into four different types of question based on MNeill & Pimentel's classification scheme(2009) to examine for the relationship between the discourse pattern and the type of teachers' questions. As a result, all teachers used interactive/authoritative discourse most in middle school earth science class. Therefore, there was more authoritative discourse to non-majored teacher in comparison with majored teacher. And study demonstrated that the discourse pattern was more related to feedback about student's response rather than the type of teachers' question. In other words, the dialogic discourse showed up more frequently when the teacher used delayed feedback with positive and accepting attitude.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.509-521
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• 2015

Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

• Korean Journal of Cognitive Science
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• v.16 no.2
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• pp.69-92
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• 2005

A brief survey of linguistic studies on the nature of contrastive information in discourse was Presented first, and an attempt was also made to incorporate the Linguistic theories and concepts about contrast in discourse into a psychological framework. A tentative model of processing of contrastive information in discourse was Proposed, and eight experimental studies on the effects of contrastive information on comprehension and memory of short and ions discourses were reviewed. Experimental results showed that contrastive sentences took more time to process at encoding, and yet were recognized faster and cued-recalled in greater amount than noncontrastive sentences. It was also found that levels of contrast in the discourse structure have some effects on encoding time. It was further found that the sentence immediately following the contrastive sentence was processed slowly regardless of whether it does or does not resolve the contrast. The implications of the results of empirical studies were discussed in relation to developing a research framework that integrate coherence studies and contrast studies urns the two disciplines of linguistics and cognitive psychology.

• Journal of Korean Library and Information Science Society
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• v.36 no.1
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• pp.151-172
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• 2005

This study explored the possibilities on the establishment of Korean LIS (Library and Information Science) which is suitable for Korean society. For this purpose, this study traced the trends of 'decolonization discourse' in the humanities and social sciences of Korea. And this study also identified 'decolonization dicourse' in the LIS of Korea. 'Decolonization discourse' here means an effort in scholarly activities to break out of overly dominant western influences. With the context of 'decolonization discourse', this study analysed the colonized situation of Korean academic libraries. and suggested the decolonization discourse strategies to make a breakthrough in this situation. As concrete strategies, this study proposed the setting-up of strategic plan and organization development plan those are suitable for Korean academic libraries, and the intensification of Korean librarians' leadership.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.1-9
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• 2013

This study aimed to analyze the characteristics of good science teachings regarded by preservice elementary school teachers. It also aimed to suggest a direction of peer teaching practice to help preservice teachers' professional development. Adjacency pairs were adopted to analyze the characteristics of good science teachings. The results showed that pre-service elementary teachers were accustomed to adjacency pairs. Almost of their discourse were organized by adjacency pairs. 'Question-Answer' and 'Request-Accept' were mainly used in science classes by pre-service elementary teachers. Based on the findings, the study suggested science teacher educators to provide chances to analyze exemplary science teachers' science class or chances to analyze their science teachings in terms of competence of science classroom discourse.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.815-835
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• 2010

This study aimed at understanding the characteristics of interactive discourses between docents and visitors in natural history museums. Two docents participated in this study. One worked in Seodaemoon Natural History Museum and the other in Gwacheon National Science Museum. To analyze the characteristics of interactive discourses, especially understanding the mediation of visitors' learning, Pedagogic Discourse Analysis method was adopted. The results show two contrasting types of interactive discourses, Encouraging Visitors' Meaningful Participation (EVMP) and Encouraging Visitors' Simple Participation (EVSP). In the EVMP discourse, structural cohesion is strong in thematic flow and information flow. Docent and visitors share the role of information provider and "Themes" are developed through the interactions between the docent and the visitors. On the contrary, in the EVSP discourse, structural cohesions are weak. Even though the visitors participate in the discourse, their discourse scarcely contribute to develop "Themes" in the discourse. Most of the information is developed and expanded by the docent. These results helped us to suggest that docents have to understand and use visitors' prior knowledge as a discourse "Theme." It is also suggested that docents need to have not only the competent content knowledge about exhibitions but also the capability to lead discourses that allow the visitors to participate meaningfully during the education processes.