Expressing Modalization in EFL College Learners Writing: From Modality System of Systemic Functional Grammar

Bo-Ai Ko 한국사회언어학회 2020 사회언어학 Vol.28 No.1

This study examined the language choice for modality patterns to express the degree of probability specifically in email texts based on Systemic Functional Grammar (SFG) analytical framework. Participants were students enrolled in an English writing composition course at an online-based Korean university. They were required to write an email thanking their professor, in which they stated their future plans (definite or indefinite) with a degree of probability. The text analysis was compared with two groups of students scores (high-scoring group n=40 and low-scoring group n=29), based on an assessment of the course assignment. After building up two learner corpora, UAM Corpus Tool version 3.0 was used to analyze the language choice closely using a modality system of the SFG framework. The high-scoring group showed more range and frequency in the use of modal verbs combined with a modal Adjunct or another modal expression. Explicit teaching on the importance of expressing the appropriate degree of probability using a range of modality devices, rather than relying heavily on the primary modality (choice of modal verbs) is highlighted as a pedagogical implication.

Applying Systemic Functional Grammar to Korean Texts: Transitivity, Mood/Modality, and Theme

( Bo-ai Ko ) 한국외국어대학교 언어연구소 2018 언어와 언어학 Vol.0 No.79

The aim of this paper is to illustrate the applicability of Systemic Functional Grammar (SFG) to a range of Korean texts in terms of Transitivity, Mood/Modality and Theme system. To do so, this study first examined the salient linguistic features of Korean that are relevant considerations for the application of SFG. Based on such features, the similarities and differences of the Korean and English linguistic systems were examined in terms of the three metafunctions of SFG: experiential, textual and interpersonal. The study subsequently provides a sample text analysis of email and personal diary writing of two Korean ESL children, thereby demonstrating the feasibility of applying SFG to Korean texts.

Parents’ Scaffolding Literacy Using L1 in an ESL Child’s Factual Writing Development

Bo-Ai Ko 팬코리아영어교육학회(구 영남영어교육학회) 2011 영어교육연구 Vol.23 No.4

This study examines how effectively an ESL child develops the ability to work with various factual texts, such as reports, explanations and reviews, which are quite different from spoken language. It is known that many ESL children have difficulty dealing with factual texts that are composed of challenging abstract words and content along with unfamiliar schematic structures. In this longitudinal case study, the parent’s scaffolding literacy using L1 (Korean) at home was applied to an ESL Korean boy in an Australian context in order to effectively improve his performance on factual texts in accordance with school curriculum. The researcher made the participant observation on him at home and school through the study period; and literacy-related practices along with contexts were documented in field notes and all the factual writing products were collected. With the successful results of his factual writing development, text analysis focusing on lexico-grammatical features and schematic structures in relation to written language revealed two major implications: (1) development of various factual writing is significantly important in that it heightens young children’s awareness of differences between spoken and written languages; (2) especially with ESL children, parents need to support their children’s factual writing development as facilitators using a scaffolding approach in the mother tongue when their children encounter cognitively challenging concepts along with subject-specific terms.

Toward Openness and Sharing from Closed Individuality in Online Reading Community

Bo-Ai Ko 팬코리아영어교육학회(구 영남영어교육학회) 2016 영어교육연구 Vol.28 No.2

This study explores the potential of extensive reading activities designed for an online reading community made up of cyber university students. Data were collected from mainly undergraduate students studying English (240) via a cyber university in Korea; these students enrolled in the course Strategies for English Reading and Comprehension Practices during the second semester of 2013. The main extensive reading activity involved reading a self-chosen book and writing the book review report; in the middle of this process, the target students were required to participate in an online discussion board to share their extensive reading experiences, such as difficulty in selecting the right book for them or applying the appropriate strategies of the extensive reading process. This entire process proved to be successful based on a systematic transcript analysis of 508 entries, including comments written on the online discussion board. The findings and pedagogical implications were discussed. The findings revealed that the cyber university students changed their roles from passive individuals who tended to communicate with only the instructor to active learners who could extend their interaction to the online peer students with more enthusiasm and sense of sharing. The online discussion led them to become motivated to engage in extensive reading along with a range of appropriate reading strategies and the ability to choose books based on their authentic reading settings and experiences. The instructor did not respond to the range of discussion writings in the online reading community, but students showed the potential of group intellectuals and openness by providing constructive criticism, which can be connected to furthering critical pedagogy’s quality for students.

An Action Research on EFL Teacher’s Questioning Types in a Korean Online University Context

Bo-Ai Ko 한국사회언어학회 2022 사회언어학 Vol.30 No.1

This action research explores an effective teaching method for EFL teacher’s questioning types in a Korean online university context. By reviewing the previous studies on teachers’ questioning types which have been categorized mostly by cognitive linguistic tradition, this study sorts out the different questioning types from socio-linguistic perspective using the Systemic Functional Grammar (SFG) framework. These new categorized questioning types are applied to instruct the participant students (57) who were majoring in English and were mostly interested in TESOL (Teaching English to the Speakers of Other Languages) certificate program provided by the online university in Korea. Using a series of lecture content, two assignments, and an online discussion board, these newly added questioning types (offer and request types replacing command) were successfully taught in an online lecture entitled ‘Classroom English and Communication’ in the first semester of 2021. With a mixed analysis method, this study explains the procedures of various classroom tasks and analyzes the assignment data and online discussion board texts. This teacher classroom communication consisting of instruction and questioning needs to be reconsidered due to this study’s findings and its pedagogic implications that are clearly based on socio-linguistic perspectives.

묵주기도(默珠祈禱) 중 ‘빛의 신비’의 상징성에 대한 분석심리학적 고찰

김보애 ( Bo Ai Kim ) 한국분석심리학회 2019 心性硏究 Vol.34 No.1

가톨릭교회는 1964년에 제 2차 바티칸 공의회에서 ‘인류의 빛은 그리스도이다’라고 선포하였다. 2002년에 교황 요한 바오로 2세는 ‘그리스도의 빛의 신비’를 선포했다. 세기를 달리하여 두 번에 걸쳐 그리스도가 빛임을 강조하며 이 시대에 ‘빛 그리스도’, ‘태양처럼 빛나는 그리스도’에 시선을 고정시켜 그 신비를 깨달으라고 교황은 촉구했다. 이에 본 연구는 묵주기도에서 ‘빛의 신비’의 상징성에 대한 분석심리학적 고찰을 통해 ‘빛 그리스도의 빛의 신비’를 산다는 것의 의미를 살펴보았다. 즉 빛 그리스도를 증언하고 있는 성경을 바탕으로 ‘빛의 신비’가 전개되는 모습을 나타내는 이미지들의 상징성을 연구한다. 그 이미지들은 세례, 가나의 혼인잔치, 하느님 나라, 거룩한 변모, 최후의 만찬이다. ‘그리스도의 빛의 신비’를 산다는 것은 ‘빛의 그리스도-상(像)’을 각자 고유의 자기(Self)로 동화시키는 것으로 즉 대극의 체험을 통하여 의식화되고 개성화된 인격으로서 ‘세상의 빛’, ‘시대의 빛’으로 존재하는 것에 대한 의미를 숙고한 연구이다. In 1964, Roman Catholic Church declared that ‘Christ is the light of mankind’ at the Second Vatican Council. Pope John Paul II also proclaimed the ‘The Mysteries of the Light of Christ’ in 2002. For past two centuries, the fact that Christ is the light was emphasized and people were urged to realize the mysteries by focusing on ‘Christ of light’ and ‘Christ who shines like the sun'. This study examined the meaning of living up to ‘the Mysteries of the Light of Christ’ through analytic psychological perspective on the symbolism of ‘the mysteries of light.’in the Rosary. In order to study symbolism of 'the Mysteries of Light' from analytic psychological perspective, this study dealt with the symbolic meaning of images appeared in ‘the mysteries of light’ of the Rosary. That is, the symbolism of images was revealed‘the mysteries of light’has been testifying for Christ the light in the Bible. Those images represented the Baptism, Wedding at Gana, the Kingdom of God, Transfiguration of Christ, and the Last Supper. To live up to the ‘The mystery of Christ the light’ means to assimilate the unique Self with the image of ‘Christ the light’. in other words, the study has meaningful findings that the personality which became conscious and individuation through experiencing the opposites existed as ‘the light of the world’ or ‘the light of the ages’.

Thematic Patterns in Formal Email Writing of Korean EFL College Learners

Ko. Bo-Ai 한국사회언어학회 2018 사회언어학 Vol.26 No.1

The Sociolinguistic Journal of Korea 26(1). 31~59. This study explores the Theme types and the thematic progression in the formal email writings of Korean EFL college learners, based on the Theme-Rheme analytical framework of Systemic Functional Grammar (SFG). Data was collected from 99 college students, enrolled in an English Writing Composition course during the second semester of 2017 via a cyber university in Korea. Their main writing activity involved email writings in the form of requesting primarily based on the Genre Approach. Text analysis was conducted with the comparison of the high- scoring group (15), the medium-scoring group (15) and the low-scoring group (15), based on assessment of the course assignment. Employing the coding step of identifying the Theme and Rheme of each T-unit, the text analysis sought to figure out which Theme types were used for each T-unit and which thematic progression patterns were used for overall text flow and cohesion. The key finding was that there were certain discourse-specific thematic patterns of formal email writing. Among the range of thematic features, this study will highlight marked Themes, interpersonal Themes and thematic choices of nominalization for the purpose of formal email writing texts.

사이버대 학습자의 구어 코퍼스에서 나타나는 구절동사 오류 분석을 통한 효과적인 영어교수방안 연구

고보애 ( Bo Ai Ko ),천승미 ( Seung Mi Cheon ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.1

This study aims to investigate a range of phrasal verb errors frequently made by adult Korean learners of English in spoken contexts as well as explore effective instructional methods for dealing with phrasal verb error patterns. The data collection process included analyzing a spoken learner corpus established through online conversation sessions among a native English speaking instructor and 4 groups of Korean cyber university students. This systematic analysis used Wordsmith 6.0 to sort out the different syntactic and semantic patterns of phrasal verb errors and usages. In addition to the academic and pedagogical focus on the syntactic and semantic analysis of phrasal verb errors, the findings of this study indicate that most Korean learners studying the usage of phrasal verbs mainly through written English materials and contexts need to be aware of the pragmatic information on how spoken and written English can differ as a socio-linguistic aspect. As a pedagogical solution for dealing with English phrasal verbs, this study suggests that integrated instruction include a three-dimensional grammar framework, such as syntactic, semantic, and pragmatic aspects, in Korean EFL contexts. Finally, for adult Korean learners of English, this study emphasizes the need for more active utilization of a phrasal verb dictionary to keep them up-to-date with the ever-changing English phrasal verbs.

Single machine group scheduling under decreasing lineardeterioration

Ji-Bo Wang,Ai-Xia Guo,Feng Shan,Bo Jiang,Li-Yan Wang 한국전산응용수학회 2007 Journal of applied mathematics & informatics Vol.24 No.1

Effectiveness of Three Different Error Correction Methods on ESL Korean Children’s Recount Writing

Ko, Bo-Ai(고보애) 팬코리아영어교육학회(구 영남영어교육학회) 2010 영어교육연구 Vol.22 No.3

This case study aims to explore effective error correction methods for two Korean ESL children’s writing skills (recounting task), in terms of accuracy, fluency and attitude. Three different error correction methods—written comments by the researcher, focusing on meaning (Case 1), direct error correction by the researcher, focusing on the form (Case 2), and self-directed error correction by the participants, using checklists (Case 3)—were applied over a period of 7 months in an Australian context. The results of the analysis showed that for participant B, who was 7 years old and a more advanced writer of English than participant A, self-directed error correction using checklists (Case 3) was the most effective method for assessing fluency and accuracy as well as attitude. Yet, for participant A, who was 5 years old and an early beginner in her writing, Case 1 seemed to be more effective in terms of fluency and attitude, and Case 3 was likely to be more effective in terms of accuracy.