• Journal of Korean language education
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• v.25 no.1
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• pp.145-167
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• 2014

The purpose of this study is to investigate the involvement strategies in presentation discourse of Korean native speakers and to compare strategies in presentation of Korean learners and international graduate students with that. For this study, the presentation discourse of 13 Korean undergraduates, 21 Korean graduate students, 6 Korean advanced learners, 8 international graduate students was analyzed. The results of the study showed that Korean native speakers used many types of involvement strategies such as conversing, expressing solidarity, expressing closeness. Asking questions to audience was a representative type of conversing. And expressing solidarity was divided using 'we' and sharing experience. expressing closeness was also divided insertion of personal cases and joking. On the other hand, Korean learners and international graduate students used simple types of involvement strategies. Based on these results, I have proposed a few teaching ways for involvement strategies.

• Journal of Korean language education
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• v.29 no.4
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• pp.137-168
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• 2018

The purpose of this study is to prepare the basis for a more objective evaluation of oral fluency by comparing speech patterns of Korean native speakers and L2 Korean learners. For this purpose, the current study focused on the analysis of speech materials of the 21st century Sejong spoken corpus and Korean learner corpus. We compared the oral fluency of Korean native speakers and Korean learners based on speech rate, pause, and discourse markers. The results show that the pattern of Korean learners is different to that of Korean native speakers in all aspects of speech rate, pause, and discourse markers; even though proficiency of Korean leaners show increase, they could not reach the oral fluency level of Korean native speakers. At last, based on these results of the analysis, we added suggestions for setting the evaluation criteria of oral fluency of Korean learners.

• 기호학연구
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• no.56
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• pp.137-158
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• 2018

In 1999, the French semiotician Jacques Fontanille published his work on discourse semiotics as an attempt to overcome the limitations of structuralism. Discourse semiotics has expanded the realm of semiotics by taking a phenomenological approach that examines the structure of consciousness. Phenomenology pays special attention to the operation of human consciousness, which, instead of staying put, moves from one place to another-unbeknownst to its agent. This paper examines "Bulls" through a phenomenological approach as the short story depicts the stream of consciousness that unfolds within the inner world of Pau, the young male protagonist. The rhetorical approach to literary analysis works at the level of the speech act and directly relates to speech act theory. In rhetorics, figures and tropes are dominated by speech acts. Whereas conventional rhetorical analysis lacks a kinetic perspective as it revolves around flat semantic inspections, the discourse semiotics approach applied in this paper allows for an indepth multidimensional analysis where the analyses of ${\acute{e}}nonc{\acute{e}}$ and ${\acute{e}}nonciation$ complement each other. Presenting a peasant movement to the reader through the eyes of the young male protagonist Pau, "Bulls" is considered a significant literary feat in the history of Korea's New Literature as the work is highly regarded for its impressive depiction of a communal movement. This paper reinterprets and reevaluates the story under a new light, mainly through a rhetorical approach and a phenomenological approach that hinges on discourse semiotics.

• Cross-Cultural Studies
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• v.44
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• pp.87-121
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• 2016

Daehoon Ham's novel 'Cheongchunbo' features a studier as the main character who majored in Russian literature and admired the culture of the Soviet Union. From his viewpoint, the novel reproduces North Korean society before and after its independence from Japan. In this regard, it shows multilayered presence related to Russian culture and Soviet Russia. Such an aspect is based on the sense of sympathy that the main character has. The sense of sympathy is originated from the main character's admiration for the exoticism of Soviet culture which was forbidden during the late Japanese occupation. After Korea's independence from Japan, Russian was replaced by English. Such change also occurred in the main character's viewpoint. He underwent a change in his integrative viewpoint on Russian and Soviet under the name of Red Army. After defecting to South Korea, he began to put Russia down as a den possessed by the devil called 'communism.' In the meantime, Russia and Soviet have been separated from each other in ideological terms. The novel 'Cheongchunbo' stresses that the decisive cause of such changes is argued over trusteeship. The main character, fascinated by the presence of exotic Soviet, predicates that Soviet is a political symbol around the national division caused by the trusteeship. His change alluded to the life path of Korean authors who translated Russian literature after independence. During the Japanese occupation, Russian literature translated into Korea was a longing for forbiddance and admiration for Russia. However, the Russia presented in Daehoon Ham's novel before and after independence implies that the romantic translation has ended.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.189-203
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• 2008

Microcomputer Based Laboratory (MBL), by offering accurate and effective data collection and real-time graphs, enables students to reduce experiment time and, thereby, have deeper discussions concerning experimental results. This helps to emphasis the essential aspect of scientific inquiry; the process communication. Therefore, this study examined secondary school earth science MBL lessons with regards to the five basic aspects of scientific inquiry: "Asking", "Evidencing", "Explaining", "Evaluating" and "Communicating". It then investigated the level of argumentative communication between the students and teachers and also among the students themselves. For this study, three classroom activities were observed and videotaped, and teaching materials, textbooks and students' notes were collected. The transcribed data were analyzed from the perspective of scientific inquiry level and argument frames. The results showed that the scientific inquiry levels of the three classes were similar, except for the "Communicating" aspect, which appeared in only one episode. "Asking" was carried out by the teacher and then students were directed to collect certain data in the "Evidencing" stage. Furthermore, students were given possible ways to use evidence to formulate explanations and connections through the "Explaining" and "Evaluating" stages. In the argumentation analysis, most argumentative communication was identified as being associated with a given procedure, rather than with any scientific phenomena. In only one episode, did "Communicating" relate directly to any scientific phenomena. It can be concluded, that although MEL places emphasis on communication for authentic scientific inquiry, the environment required for such inquiry and argumentative communication can not be easily created in the classroom. Therefore, in order for authentic inquiry to take place in the MBL classroom, teachers should provide students with the opportunity to develop meaningful argumentation and scaffolding abilities.