• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.171-177
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• 2000

본 고에서는 청문회 전사자료를 대상으로 한국어 담화에서 사용되는 {그러-}형태 담화표지 {그리고/ 그러니까/ 그래서/ 그런데/ 그러면}의 분포 및 기능을 분석하였다. 우선 2절에서 담화표지에 대한 정의와 선행연구를 정리하였다. 또, 담화표지가 담화에 있어 어떤 역할을 하는지 알아보기 위한 담화분절(segment)에 대한 내용을 정리하였다. 3절에서는 대화체에서 사용되고 있는 담화표지에 대한 실례를 찾아, 담화표지가 대화 화제와 관련하여 d어떤 모습을 보여주는지 살펴보았다. 4절에서는 담화 계획 유형을 제시하였다. 5절에서는 담화분석에의 활용을 위하여 본 연구의 일환으로 일부 시도한 담화 태깅(tagging)을 소개하였다. 이를 통해 우리는 발화문 사이의 진행을 자연스럽게 만들어 주는 담화표지의 세부적인 담화기능을 살펴볼 수 있었다.

• Korean Journal of English Language and Linguistics
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• v.3 no.1
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• pp.37-54
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• 2003

The purpose of this paper is to investigate the phenomena of preposing and inversion in English from the discourse-pragmatic perspectives. We claim that different types of preposing can be unified to a single process of topicalization. We also show that diverse discourse functions of inversion can be subsumed under the ‘linking’ function with the prior discourse. It is followed a comparative discussion between preposing and inversion to find what similarities the two constructions share and what differences there exist between the two. It is concluded that the choice of a syntactic forms ultimately depends on the speaker's evaluation of the information status of the knowledge store of the hearer.

• School Mathematics
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• v.19 no.1
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• pp.19-41
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• 2017

The purpose of this article was to a) identify how preservice teachers conceive feedbacks and subsequent classroom discourses, and b) compare them with those in reform-oriented mathematics classroom video for mathematics teachers' professional development about classroom discourse. This article analyzes feedback patterns and subsequent classroom discourses in preservice teachers' imaginary classroom scripts (lesson plays) and compares them with those in the reform-oriented classroom video dealing with the same teaching situation. Most of the preservice teachers' feedbacks focused the evaluation of students' responses and transmission of meaning (univocal function), whereas the teacher's feedback in the reform-oriented classroom allowed the whole class to validate or challenge the answers, thereby facilitating students' generation of meaning (dialogic function). The comparison analysis between the univocal discourse in a preservice teacher's lesson play and the dialogical discourse in the reform-oriented classroom video shows that teacher feedback serves as an important indicator for the main function of classroom discourse and the levels of students' cognitive participation, and also as a variable that determines and changes them. This case study suggests that to improve the quality of classroom discourse, preservice and in-service teachers need experience of perceiving the variety of feedback patterns available in specific teaching contexts and exploring ways to balance the univocal and dialogical functioning in their feedback move during the teacher training courses.

• Cross-Cultural Studies
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• v.45
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• pp.381-431
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• 2016

This paper deals with Slavic discourse deixis comparing Russian, Polish, Czech and Bulgarian demonstrative and personal pronouns. In general, the Slavic proximal pronouns have precedence over the distal ones. Proximal pronouns, such as Russian eto, Polish to, and Bulgarian tova, are employed more frequently and widely than their distal counterparts to, tamto and onova. The distance-neutral pronoun to in Modern Czech was also a proximal pronoun in the past. These Slavic proximal and former-proximal pronouns function as a discourse deixis marker, whereas, in most other languages, the discourse deixis is mainly a function of distal or non-proximal demonstrative pronouns. However, the Russian, Polish, Czech, and Bulgarian discourse deixis differs in distal demonstrative and personal pronouns. In general, the Polish and Czech discourse deixis does not employ the distal demonstrative pronoun tamto or the personal pronoun ono. The Russian distal demonstrative pronoun to is actively used as a discourse deixis marker, and the personal pronoun ono can also be used to refer to the preceding discourse, though it is not frequent. In Bulgarian the distal demonstrative pronoun onova is rarely used to refer to a discourse, but the personal pronoun to frequently indicates a discourse that is repeatedly referred to in a text. The discourse deixis, which is a peripheral deixis and can be both deixis and anaphora, reveals different characteristics in different Slavic languages. In Russian, where all of the proximal, distal, and personal pronouns function as a discourse deixis marker, the deixis itself plays a crucial role in distinguishing these three pronouns from each other, revealing the speaker's psychological, emotional, temporal, and cognitive proximity to or distance from a given discourse. In Bulgarian, the most analytic Slavic language, the personal pronoun is used more as a discourse deixis marker to reveal the highest givenness of a discourse, and it seems that Bulgarian discourse deixis is more anaphoric than the other Slavic discourse deixis is.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.390-403
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• 2015

The purpose of this study was to explore discursive-epistemic mechanisms in high school earth science lessons. A total of 11 video recordings of earth science lessons were collected from three inservice high school teachers. The video recordings were all transcribed and analyzed by employing the discourse analysis framework used in relevant previous studies. In analysis, we identified discursive-epistemic mechanisms as functional assemblies for fulfilling particular epistemic functions in the earth science lessons. The characteristics of these mechanisms were described according to their epistemic functions. The findings of the study were compared with those of previous studies to highlight the characteristics of discursive-epistemic mechanisms in the earth science classrooms. Analyses of middle school science lessons and of science lessons in alternative forms, as well as studies using extended research methods such as indepth interviews with teachers, were suggested as implications for future research.

• Journal of Korean language education
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• v.23 no.1
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• pp.219-256
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• 2012

The aim of this study is to observe the trend of discourse study in language education and analyze the main issues by investigating the literatures related to discourse in Korean language education in the last ten years. This study observed the discourse study conducted in Korean language education from the perspectives of study subject, study method and study data. Moreover, based on the results, it estimated the achievements and effectiveness of the discourse study conducted in Korean language education. The subject of discourse study was mainly dealt with discourse function, discourse pattern, discourse marker, discourse structure. In the study methods, analysis of corpus and survey were mainly used as the study methods, and spoken corpus, written corpus and semi-spoken corpus were used as study materials. In particular, the semi-spoken corpus was used at a very high rate among them. This showed that discourse study in Korean language education was mainly focused on spoken corpus study. This study divided the detailed field of Korean language education into four fields of linguistic knowledge, communication function, teaching activities and learning activities, and observed the trends of discourse study in each field. Overall, it was recognized that relatively many studies were focused on linguistic knowledge, particularly in pragmatic perspective. It can be said that the study based on discourse has a language educational effectiveness in that it is based on actual data and improves practical communication skills in the environment of various languages.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.525-547
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• 2015

This study analyzed the written texts of textbook and the teacher's discourse explaining 'the relationship between quadratic functions and quadratic equations' in the 9th grade high school mathematics class. Data consisted of the lecture recordings and the textbooks were analyzed based on the Halliday's systemic functional linguistics. According to the results, the written texts of the textbook used lexico-grammatical strategies such as generalization using hyponomy of meanings, mathematical objectification through nominalization and materialization of meaning through change in themes to compose mathematical concepts. The textbook generalized from an example in the description of formulating mathematical concepts, and in this process the organizational interactions of discourse-semantic level and lexico-grammartical level appeared. On the other hand, the teacher's doscourse appeared the change in transitivity and the addition of the reasons and the process. Also the teacher used explanation process of formulating the relationship between quadratic functions and quadratic equations. The linguistic characteristics of the teacher were linguistic implication and omission of lexemes due to contextual ommission. And there was no use of structural lexico-grammatical resources that influence the discourse-semantic level. This results provide a new framework for analyzing mathematical discourse, and suggest the lexico-grammatical strategies that can be used to explain mathematical concepts by teachers in math classrooms.

• Cross-Cultural Studies
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• v.22
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• pp.329-354
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• 2011

This paper aims to probe into the meaning of Ranhou in Mandarin Chinese and to account for discourse functions of it in radio call-in programme. For this purpose, the present study investigates the meaning of Ran and Hou repectively at first and explains the change of meaning of Ranhou, because we assume that Ranhou is compounded by Ran and Hou, and the core meaning is derived from its compounded meaning. Then we examine which time category Ranhou belongs to more based on the concept of time(reference, event, discourse) in Schiffrin(1987), and examine also where it is located within turn. Following this examination, we analysis and explain discourse functions what it is situated. Therethrough, we understand that 1) Ran has 'agreement or confirmation of preceded utterance' therefore has anaphoric meaning, and Hou has 'after' in the meaning cline: back of body-back part-behind-after-retarded(proposed by Heine et al. 1991), so that Ranhou has 'after agreement or confirmation of preceded utterance of mine' and extends to 'on premise preceded utterance or event' furthermore, and therefore can have possibility having various functions; 2) Ranhou has various functions in natural language in spite of the institutional setting. It can indicate (1) temporal relation of events, (2) logic relation of two(or more) events, e.g. causality, elaboration, concession, list, (3) turn maintence, acquisition, management, (4) verbal filler.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.261-266
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• 2005

본 논문은 고기능 자폐 아동들이 담화 주제어 연속성(topic continuity)을 어떻게 습득하는지에 대해 검토하였다. 연구의 목적을 위하여 세 고기능 자폐 아동(9;11-12:2)의 자연 발화를 관찰 분석하였다. 사전 연구에 의하면, 자폐아동들은 의사소통의 기본적인 규칙을 잘 이해하지 못할 뿐만 아니라 타인의 사고와 기대 등에 민감하지 못하여 담화 주제를 적절히 유지하거나 전환하는(topic shift) 일에 많은 어려움을 겪는다. 본 연구는 한국 자폐아동들이 주제어의 유지와 전환 등, 담화 화용적(discourse-pragmatic) 기능의 발달 양상을 규명하는 것을 주요 목표로 한다. 본 연구의 자료는 세 자폐 아동의 자연 발화 내용으로서 1주-2주에 한번씩 매번 방문 시 120분 동안 녹음하였다. 분석 결과 다음의 몇 가지 습득 양상을 발견하였다. 첫째, 세 자폐 아동들에게서 발견된 주제 유지 빈도는 정상 아동들에 비해 낮았다. 한편. 이 아이들은 가끔 화제를 자신의 담화 주제로 돌려 자신의 주제 중심으로 대화를 지속했다. 이 아동들은 대화 상대자의 주제에 대해서는 민감하지 않지만 자신의 주제를 유지하려는 경향을 보이기도 한다. 둘째, 개별 아동을 검토한 결과, 담화 주제의 지속성이 높은 발화를 하는 아동은 현재 담화 주제에 더 민감하고 반향어를 산출할 때에도 자기 자신의 말 반복과 담화 상대자의 말을 반복하는 빈도가 별로 차이가 나지 않았다. 반면, 담화 주제의 지속성이 낮은 발화를 하는 아동은 이전 담화 주제에 더 민감하고, 반향어는 담화 상대자의 말 보다는 자기 자신의 말을 반복하는 비율이 더 높았다. 본 연구의 결과는 자폐 아동들이 담화 주제를 지속하는 능력이 많이 부족하지만, 담화 주제의 연속성은 다른 발화 유형과 상호 작용을 하면서 발달될 수 있다는 가능성을 보여 주었다. 따라서 본 연구 결과는 앞으로 자폐 아동의 연구가 집단 간의 연구뿐만 아니라 개별 아동의 발화에 쓰인 유형 간의 상호 관계를 주목함으로써 자폐 아동의 개별적 언어 치료에 새로운 시각을 심어 줄 가능성을 시사한다.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.832-847
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• 2008

This study aims to provide a cornerstone for 'Pedagogical Discourse Analysis' by connecting linguistic theory to science education practice. Pedagogical Discourse Analysis (PDA) focuses its attention on finding educational implications beyond description on classroom language. This study is specially aimed at PDA in terms of the textual aspect, which has not sparked interest in science classroom discourse. For this, we supposed that the framework of PDA composed of two axes: 'thematic flow' and 'information flow'. We presented a case of science classroom discourse in terms of PDA to investigate opportunities in its potential and utilities. This trial crosses the line of traditional science classroom discourse analysis, which has been inclined to linguistics theory. It will also suggest a new horizon for science classroom discourse in an educational context.