• English Language & Literature Teaching
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• v.9 no.spc
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• pp.19-38
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• 2003

This paper is aimed to evaluate the communicative competence of Korean EFL learners through the Discourse Completion Tasks(DCT) analysis. The present study has three purposes. The first purpose is to analyse English textbooks on the basis of thanking strategies, apologizing strategies, and requesting and offering strategies presented in Aijmer(1996). The second purpose is to analyse the discourse completion data collected from Korean middle school students and university students. The third one is to suggest the discourse syllabus model for the 8th national curriculum in Korea.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.39-60
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• 2003

The purpose of the present classroom research is to investigate teacher talk in the primary English classroom with special reference to teacher questions. The analysis of the recorded teacher questions reveals that the teacher asks a carefully structured sequence of questions leading to the clear pedagogical goals she has set: to encourage students to correct themselves; to find out what students know; to personalize the task; and to elicit culture talk. It is also shown that her use of display questions is supportive of learning; the teacher provides feedback in a way which is as communicative as possible in the context of the classroom and which facilitates the attainment of the pedagogical purposes. All these findings suggest that we consider how teacher talk may perform communicative functions in the classroom context rather terms defining communicative teacher talk purely in terms of the norms of communication outside the classroom.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.61-78
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• 2003

The purpose of this article is to examine the role of similarity in the metaphor and simile preference and offer empirical evidence against the equivalence view of simile and metaphor. This evidence was obtained from two experiments to examine the correlation between the similarity ratings and the preference ratings. The results suggest that Korean people choose the metaphor form when the similarity of a target and a source increases, whereas they choose the simile form when the similarity of a target and a source decreases. The results from these experiments are consistent with Chiappe and Kennedy's (1999, 2001) findings. Moreover, the experiments found that Korean people were more likely to express particular comparisons as similes over metaphors than American people.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.149-165
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• 2003

This paper is aimed at the investigation of pragmatic contributions to the identification of explicatures. An explicature is the result of fleshing out the semantic representation of an utterance. The basic assumption of the paper is that the process of the developing the semantic representation into an explicature depends heavily on contextual information. Therefore, we are concerned with the way in which hearers use contextual information to flesh rut or develop the semantic representation of an utterance. The identification of explicatures includes both the recovery of the proposition expressed and the recovery of what we called higher-level explicatures. There are three subtasks involved in the recovery of the proposition expressed: reference assignment disambiguation and enrichment On the other hand, there are two subtasks involved in the recovery of higher-level explicatures: attitudes and speech acts.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.131-148
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• 2003

This paper, conducted within the GB framework, investigates inversion phenomena in the functional categories, Focalization Phrases and Topicalization Phrases. The leading idea of this paper is that formal feature checking in these two functional categories is mostly responsible for inversion in which either verb or auxiliary verbs appear in front of subjects and also it will try to find an answer to the following questions: "What are the features that trigger the inversion?" and "Can all the inversion constructions explained by Haegeman's Focalization & Topicalization?" My discussion is largely based on English inversion constructions such as wh-inversion, negative inversion, and adverbial inversion. Also I will show there are some problems in Topicalization and Focalization analysis to explain some inversion constructions and present Rizzi(1999)'s analysis for those problems.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.209-222
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• 2003

Transitive relation and its directionality constitute the precondition for passivization, and the present study purports 10 unearth the true properties of transitivity in connection with the passive phenomena. The bottom line it drives at is this transitivity is a notion that can be best explained in 'cognitive' terms. The original direction of transitivity that is predicated by a verb can be reversed depending on the speaker's intention or the discourse situation. In the imperfective verb constructions transitivity can not be derived from only the content of the sentence itself and the predicate objectionally. That depends on the subjective interpretation of speaker considering the cognitive prototype of human to the various complicated situations.

• MALSORI
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• no.41
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• pp.73-81
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• 2001

This paper reports the results of an experimental phonetic study of intonation contrasts perception by speakers of British English, Japanese and Russian. Six series of re-synthesized two-syllable rise-fall contours with manipulated parameters of the rise in the first and the fall in the second syllable were employed in the experiment. Modifications of pitch height were executed in 2 st steps, and of duration in 30ms steps. The subjects, who were native speakers of British English, Japanese and Russian, identified the sentence type of presented re-synthesized stimuli. The results of the experiments demonstrate overall similarity of the perception strategies across the three groups of subjects, especially regarding the thresholds of declarative' sentence type judgement. Non-declarative judgements are more language-specific. The results can be employed for the teaching of English, Japanese and Russian as foreign languages as well as for speech synthesis and recognition.

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.12
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• pp.7761-7762
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• 2013

Alternative strategies such as visual inspection of cervix with acetic acid, are real time, economical and easily implemented methods for cervical cancer screening. However, variable sensitivity and specificity have been observed in various community based studies. The possible reasons could include variation in man power training, light source used for visualization, and preparation of diluted (4-5%) acetic acid and its storage. A standardized protocol for training, teaching material (easy to understand in the local language) for trainees, supervision and reinforcement by intermittent and supplementary training to check the quality of their observation, a standard protocol for preparation dilute acetic acid and its storage and a standard good light source (equivalent to day light) are needed to minimize the variation in sensitivity and specificity of VIA in community settings.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1273-1284
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• 2013

The purpose of this study is to develop vocational English textbooks for vocational high school, especially marine production high school. Vocational English is intended to increase English proficiency in the area of specific industry or jobs. Based on the review of the literature, the study established developed vocational English textbooks for marine production high school based on the modular system. The developing process includes analysis for marine production job, marine production high school and current English textbook for marine production. Based on the analysis, this study developed English contents which marine production students utilize in not only school but also workplace. Also, this study suggests future research directions for effective development and use of the textbooks in the vocational high schools.

• English Language & Literature Teaching
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• no.4
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• pp.229-247
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• 1998

Keats is a poet who was in pursuit of 'the beautiful'. He tried to show various structures in his poetry to search for 'eternal pleasure'. These are explained in terms of 'metamorphosis', 'travel structure' and 'metamorphosis patterns', but put together, these can be expressed as simple terms of a dramatic structure. Especially We can assume this dramatic structure is the key to access his poetry on the basis of the fact that Keats always admired the world of drama and respected Shakespeare most. We can see Keats' dramatic structure in his poetry Ode to a Nightingale, Ode on a Grecian Urn. To Autumn and so on, and in these three poems, he was very successful in achieving unique poetic expression by inducing tension structure' through the dramatic structure of Introduction - development - crisis - climax - ending. In conclusion, his poetry achieved success in that he made clear his central theme, the pursuit of a beautiful and happy life through the application of a dramatic structure.