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RISS 인기검색어
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- 저자 : Yong-Yae Park(박용예) (검색결과 5 건)
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The Use of Questions in EFL Writing Tutorial Discourse
Yong-Yae Park(박용예) 담화·인지언어학회 2007 담화와 인지 Vol.14 No.2
This paper examines the use of the tutor's questions in EFL writing tutorial. The data for the study include six one-on-one writing tutorial sessions in Korean. The analysis conducted within the framework of conversation analysis shows that the tutor's questions play various roles both in openings/closings and the main body of the tutorial: In openings, questions are mainly to estimate the tutee's writing difficulties, writing procedures, and previous writing experiences. In closings, questions are used for preclosings or reminding the remaining procedures. In the main part, questions are closely related to the pedagogical nature of the tutorial. The main functions include locating issues to be dealt with, clarifying unclear parts, confirming what is mentioned and suggested, and expressing doubts. In sum, questions in writing tutorial play a critical role for the tutor to accomplish interactional and pedagogical goals. The findings of this study can be useful for tutor training and also for a better understanding of college EFL writing tutorials as institutional discourse.
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박용예(Park, Yong-Yae) 담화·인지언어학회 2012 담화와 인지 Vol.19 No.3
Technological advances on the Internet have made it possible to develop various ways to communicate in virtual environments, from which a new discourse genre called electronic discourse or computer-mediated discourse (CMD, hereafter) (cf., Herring 2004) has emerged. Since early 1990s, a wide variety of research has been conducted to first identify this new genre and various sub-genres such as emails and chats, and to capture their linguistic and interactional characteristics. More recently, however, researchers’ attention and interests seem to be drawn to analyze electronic discourse data, emphasizing their “situatedness” in particular social, cultural, and interactional contexts (cf., Androutsopoulos 2006). This study provides an overview of previous studies of electronic discourse such as emails, discussion boards, and online chats, examines major issues and methodological concerns in those studies, and finally seeks future research directions in this area.
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Advice Receiving in College EFL Writing Tutorials
박용예(Park, Yong-Yae) 한국사회언어학회 2018 사회언어학 Vol.26 No.1
This paper explores interactional practices observed in advice receiving by the tutees in college EFL writing tutorials within the framework of conversation analysis. The data for the study include 24 audio-recorded writing tutorial sessions at a university in Korea. The findings indicate three types of advice receiving: 1) advice receiving with marked acknowledgments using a:: (‘oh’) to mark the advice to be informative and newsworthy; 2) advice receiving with unmarked acknowledgments; and 3) advice resisting. Advice resisting can be further divided into three types, that is, (1) making excuses, (2) complaining, and (3) disagreeing. In the first two types of advice resisting, the tutors advice deals with various problematic areas in the tutee s writing, and the tutees resist advice by pointing out their inability to do what is advised or complaining about the complexity of the task. The third type, disagreeing, takes place when the tutees resist the tutors advice on vocabulary choices. These resisting patterns seem to differ from those observed elsewhere (cf, Heritage and Sefi 1992) and reflect the nature of the tutorials and the particular tutees in this study. Finally, the study suggests some pedagogical implications on EFL learning and tutor training.
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Nonnative Speakers' Use of Yeah in English Spoken Discourse
Yong-Yae Park(박용예) 담화·인지언어학회 2004 담화와 인지 Vol.11 No.3
This study explores nonnative speakers' interactional practices through their use of yeah in English native speaker (NS)/nonnative speaker (NNS) interaction within the framework of conversation analysis. The data for the study include 200 minutes of interviews and 150 minutes of tutoring sessions. The locus of yeah to be focused on is after the NS's use of continuer such as uh huh. More specifically, after the NS yields his/her turn with a continuer, the NNS does not continue but provides yeah first and the talk mayor may not go on. Four interactional environments of yeah were identified and analyzed and the results show that yeah in those contexts seems to be used to mark the prior turn to be complete and to acknowledge the continuer before proceeding any further. These uses of yeah reflect the NNS's "doing being nonnative" (Wong 2000b) and at the same time demonstrate how NNSs are able to manage and fully participate in interaction with their limited linguistic competence. (Seoul National University)
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영어경시대회 측정도구의 과업별 적절성 검증 및 개선 방안
송미정,박용예 서울대학교 어학연구소 2002 語學硏究 Vol.38 No.1
This study analyzes the validity of the tasks in Test of oral Proficiency (TOP) and Test of Writing Proficiency (TWP) as means of evaluating advanced-level high school students' English proficiency in a nation-wide English contest. For this purpose, both quantitative and qualitative analyses were conducted. The results show that all the tasks are statistically valid except for Task Ⅰ (Answering simple questions) for Group Ⅱ (who have stayed overseas longer than one year). The examination of students' recorded responses for TOP reveals how differently Groups Ⅰ and Ⅱ responded to the tasks and what can be done to improve task questions. Based on the findings, we suggest that for TOP, the current format be maintained for Group Ⅰ (who have stayed overseas shorter than one year). For Group Ⅱ, however, a modified use of TOP or its replacement with interviews is recommended. For TWP, since Task Ⅰ (Summary) and Ⅳ (Free writing) among the four tasks are very effective to measure students' writing proficiency, we recommend to use these two tasks alone instead of using all four of the tasks. We also suggest that a thorough training and detailed guidelines be provided for raters.
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