• English Language & Literature Teaching
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• v.12 no.2
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• pp.153-176
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• 2006

This paper examines "Difference in Requests." The study of speech acts is a crucial area in sociolinguistics and ethnolinguistics, and has aided in the development of TESOL. It also provides a useful means of relating linguistic form and communicative intent. This paper concentrated on 3 request strategies, which were requests made with an explanation, requests made without an explanation and no requests. The purpose of this study, and of concern in TESOL, was to discover whether Koreans framed their requests differently under different conditions. Based on these differences, I wanted to ascertain whether Koreans who spoke English as a second language, and who have lived in the United States, frame their requests as they would in their native tongues thus creating the potential for sociolinguistic failure, or use American sociolinguistic style. As the results of the study, it was found that in the majority of cases, Americans made an explanation with a request. In many cases the Koreans living in Korea would not give an explanation when making a request. Rather, they were direct in request. In many cases the Korean speaking English and living in the US had adopted the American request strategy of giving an explanation.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.231-235
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• 2001

Language is not abstract. We use language to communicate out thoughts and emotions. Films are the most public form of arts, where language is all essential part; however, there have been, if any, few films the main theme of which is language. Although language may not be the main theme of films, we can find many kinds of information relating to language and linguistics by careful examination. In reference to some films, we can talk about subjects in the fields of theoretical linguistics such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. In addition, subjects in applied linguistics such as sociolinguistics and computational linguistics may be discussed with reference to other films.

• Annual Conference of KIPS
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• 2018.10a
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• pp.313-316
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• 2018

In this paper, the authors reflect on how a lecturer's cross-cultural gestures affect learners from across cultures online and in the field teaching sessions for improving the service when to build an e-Learning system. The study extends to survey the way learners feel about cultural differences during a presentation from the research based on sociolinguistics research. Before starting a full-scale research, a preliminary study has been conducted to base the initial experiment, and analysis these result for main research.

• MALSORI
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• no.50
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• pp.1-22
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• 2004

The aim of this paper is to show what are the sociolinguistic variables of word-initial length loss in Seoul dialect. 350 people were inquired to pronounce 40 words. Among the informants, 152 were male, and 198 were female. In terms of their age, 49 were twenties, 70 were thirties, 69 were forties, 71 were fifties, and 91 were above sixties. According to our statistics, 18 words show sociolinguistic variation by age, and sex was not a variable. So we can conclude that Seoul dialect is undergoing length loss by age at least. But we need to enlarge the number of words and informants and we also need to adopt other variables like social level, education etc for better understanding of Seoul dialect.

• Korean Journal of English Language and Linguistics
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• v.3 no.1
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• pp.133-155
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• 2003

The purpose of this paper is to survey the definition and scope of English Education as an academic discipline or science, relating to English linguistics, linguistics and applied linguistics. English Education has come to be regarded as fulfilling its true function when it is based on the solid scientific principles and methods of such related sciences as linguistics, English linguistics, psycholinguistics, sociolinguistics, sociology, psychology and pedagogy. English Education is, therefore, an independent and specialized applied science, interrelated with the sciences mentioned above. Thus, English Education is defined as an academic discipline which is concerned with the concrete teaching and learning of English, and which is based on the scientific methods, applications and evaluations of English. As a science, English Education has three elements: content, process and methods. Content, which concerns input, consists of the fundamental interrelated sciences and English language skills. Process refers to research methodology and analysis. Methods are the application of the theories and the processes.

• Phonetics and Speech Sciences
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• v.7 no.1
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• pp.139-150
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• 2015

The data accumulated in this database will be used to develop a speaker identification system. This may also be applied towards, but not limited to, fields of phonetic studies, sociolinguistics, and language pathology. We plan to supplement the large-scale speech corpus next year, in terms of research methodology and content, to better answer the needs of diverse fields. The purpose of this study is to develop a speech corpus for standard Korean speech. For the samples to viably represent the state of spoken Korean, demographic factors were considered to modulate a balanced spread of age, gender, and dialects. Nine separate regional dialects were categorized, and five age groups were established from individuals in their 20s to 60s. A speech-sample collection protocol was developed for the purpose of this study where each speaker performs five tasks: two reading tasks, two semi-spontaneous speech tasks, and one spontaneous speech task. This particular configuration of sample data collection accommodates gathering of rich and well-balanced speech-samples across various speech types, and is expected to improve the utility of the speech corpus developed in this study. Samples from 639 individuals were collected using the protocol. Speech samples were collected also from other sources, for a combined total of samples from 1,012 individuals.

• Lingua Humanitatis
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• v.6
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• pp.109-145
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• 2004

Social scientists in North America, especially anthropologists, folklorists and linguists, who focus on the study language use and its connection to society, use a variety of labels to describe what they do. Among the best known are 'anthropological linguistics' , 'linguistic anthropology', and 'sociolinguistics'. All of these labels imply that their focus is on the study of language usage in society and culture for their teaching, research and publications. In this paper I am examining the intellectual issues and history that underlie the differences in the labels. The differences and similarities that characterize them are discussed. The author proposes 'linguistic anthropology' as the most useful disciplinary terminology if the study of language combined with culture is to be 'community-centric' and not only 'profession-centric' . He encourages a renewed focus on working with communities. Also, a need to find ways to engage Indigenous members of minority language communities more actively should be a primary goal in the process of 'academic' language work. This is important due to the loss rapid extinction of the many of the world's languages. The author points out that it does matter what we call the work we do, as a label may carry a message of meaning, intent and focus.

• Cross-Cultural Studies
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• v.37
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• pp.335-360
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• 2014

The purpose of this paper is to investigate whether high-level(level 6) essay-writing questions in Test of Proficiency in Korean (TOPIK) have been presented appropriately so as to enable foreign test-takers to display their Korean writing ability properly, and to provide some suggestions on how those questions need to be changed. To accomplish this purpose, all the essay-writing questions were collected from the 33 TOPIK tests, from the 2nd in 1998 to the 35thin 2014, and analyzed from the perspectives of their topics and formats. The results are that high-level TOPIK essay-writing questions showed a strong tendency to take as their topics Korean sociocultural structures and phenomena, or current issues in Korea, and that they frequently employed guided writing formats by providing preset ideas or/and contexts for test-takers to write in a guided way; such tendencies were analyzed to shed a negative influence on test-takers displaying their writing ability and creativity, because those topics and preset ideas or contexts provided do not allow them to express their own opinions or positions freely. It is suggested that TOPIK essay-writing questions should be changed to deal with objective and general topics which enable test-takers to write freely and logically in Korean based on their experience, because TOPIK is not a test to check whether they have enough background knowledge about the Korean society and culture, but a test to assess their Korean proficiency.

• SUVANNABHUMI
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• v.15 no.1
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• pp.229-254
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• 2023

This study observes the language attitude and maintenance of the border community in Telok Melano, Lundu (Sarawak, Malaysia) and Desa Temajuk, Sambas (West Kalimantan, Indonesia). The main objective of this study is to study the language attitudes of two cross-border community who shares the socio-cultural, language, and economic realms. The research data is collected qualitatively through conversation recordings, face-to-face interviews, and participant observations. In this preliminary study, twelve informants (six from Telok Melano and six from Desa Temajuk) were chosen based on the quota sampling method. The questions for the interview were set according to three characteristics of language choice proposed by Garvin and Mathiot (1968), namely language loyalty, language pride, and the awareness of norms. The result of this study indicates that language loyalty, language pride, and awareness of the norms towards the speakers' mother tongue and national language are relatively high. In terms of identity maintenance issues, this study found that the community in Telok Melano (Sarawak), originally identify themselves as "Sambas Malays," shifted to "Sarawak Malays" after the formation of Malaysia in 1963. This preliminary study serves as a basis for further research particularly on the complexity of issues concerned with the border communities in the Southwest of Sarawak.

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1027-1045
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• 2010

What does an Irish modernist have in common with a contemporary Canadian classicist? The present paper attempts an unlikely comparison to bring out previously unnoticed facets of meaning by analyzing James Joyce's Ulysses (1922) and Anne Carson's Autobiography of Red: A Novel in Verse (1998) together. While Joyce and Carson write at different times and in different places, I suggest that they are also remarkably similar. First, both of these authors can be said to have re-invented the genre of the novel in the two aforementioned works. Second, they both set themselves the task of re-writing a Greek text, in Joyce's case Homer's Odyssey, in Carson's case Stesichoros's Geryoneis, transferring it to their own present reality. The focus of the article is to read Ulysses and Autobiography of Red together in light of their engagement with colonialism. This concept is central to both novels, as literary critics have noted. However, rather than examining the concept in the traditional sense, I use it as a platform to examine the roles that sociolinguistic colonialism, and what I call literary colonialism, play in these two innovative and groundbreaking novels. Finally, I analyze the ways in which these authors position themselves against the tradition. Comparing works by Carson and Joyce allows me to arrive at conclusions that transcend their time and apply to humanity in general.