Second Language Classroom Discourse: The Roles of Teacher and Learners

Euen Hyuk (Sarah) Jung 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.4

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

Language Teaching from a Discourse-based Perspective

Euen Hyuk (Sarah) Jung 한국언어학회 2009 언어 Vol.34 No.3

Despite the major shift in the teaching methodology from a grammar-based approach to a communication-based approach over the last several decades, a noncommunicative classroom-learning tendency has still been found to be prevalent until recently. Moreover, recent communicative approaches have suggested that classroom discourse should approximate natural discourse. That is, classroom activities should simulate, as much as possible, the processes of natural communication so that L2 learners can develop communicative competence. This requires a closer examination of natural discourse, and for this purpose, Goffman"s (1976) framework of universal constraints is useful in that it provides crucial tools for gaining important insights into L2 teaching. This paper aims to discuss the importance of both Goffman"s (1976) framework of universal constraints and a discourse-based approach to language teaching The paper further intends to incorporate these perspectives into language teaching activities. First, Goffman"s set of universal constraints is introduced, and natural discourse is compared with classroom discourse. Second, how the current teaching materials present language is discussed. Finally, some language teaching activities are suggested to help L2 learners develop pragmatic awareness and communicative competence.

First Language Transfer in Pragmatic Use by Second Language Speakers

Euen Hyuk (Sarah) Jung,Young Jae Kim 한국언어학회 2008 언어 Vol.33 No.3

Exploring Textbooks and Methods for Teaching Communicative Functions

( Euen Hyuk (Sarah) Jung ) 한국영어영문학회 2003 영어 영문학 Vol.49 No.5

With a major shift in the focus of second language teaching from a grammatical to a communicative approach over the last two decades, a great deal of attention has been paid to developing second language Iearners` communicative competence. Despite much emphasis on the acquisition of communicative abilities by these learners, there has been Iess emphasis on the role of classroom teaching in developing second language Iearners` such abilities. A need was also found for heightening the pragmatic awareness of English as a second Language (ESL) / English as a foreign Language (EFL) teachers themselves·to be more effective in meeting the need of Iearners to develop communicative abilities in their classrooms. Teachers should be aware of how language is used in a real context to provide the authentic language input to Iearners in teaching a second language as well as to develop and evaluate second language teaching materials. Speech act research can provide us with a useful framework to better understand rules of speaking and new insights into how to teach Iearners such social rules for effective second language communication. The purpose of this paper is to address the issue of guiding second language learners to acquire communicative abilities by focusing on speech acts. More specifically. it provides a framework for apology speech acts and examines the manner in which apoIogy speech acts are presented in current ESL / EFL textbooks. It further makes suggestions for teaching apologies to second language learners.

The Machinery of Turn-taking in L2 Instructed Talk-in-interaction

Euen Hyuk (Sarah) Jung 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.3

Although various aspects of instructed discourse have been intensively investigated, relatively few studies have closely examined tum-taking systems in the L2 pedagogical context. Moreover, no study to data has analyzed in detail the turn-taking organization of L2 instructional discourse within differing participation frameworks (i.e., interactional task types). This study aims to examine how the patterns of turn-taking in classroom discourse vary according to different participation frameworks. Classroom data were videotaped and transcribed following the conversation-analytic methodology. The results show that participation frameworks play a crucial role in determining the turn-taking sequences in pedagogical interactions. The turn-taking system in teacher-fronted tasks was characterized mainly by IRF sequences. Several other unique features specific to institutional discourse were manifested in these tasks, suck as the turn-initiation techniques by students, dual interactional patterns, a single party talk, longer gaps, and gazing as a turn-allocation device. In role-playing tasks, which normally involve two official interlocutors, the teacher could be considered to be another official participant due to her frequent, supportive, and evaluative intervention.

A Bilingual Immersion Approach to English Teaching at a Primary Level in Korea

Euen Hyuk (Sarah) Jung 한국언어학회 2010 언어 Vol.35 No.2

The Native and Nonnative English Speakers' Speech Act Performances : The Role of Social Distance

Euen Hyuk (Sarah) Jung, Sang-hwa Hur 한국영어학학회 2005 영어학연구 Vol.- No.20

The present study aims to examine how a social variable such as social distance (social familiarity) affects the request speech act performances of Korean nonnative speakers of English and those of native English speakers. The study involved 26 Korean nonnative speakers of English and 20 native English speakers, using a Discourse Completion Task (DCT). The data collected through the DCT were analyzed in terms of the participants' use of (a) request head act strategies and (b) internal and external modification strategies. The present findings show that the social distance variable affected the request head act strategies adopted by the native English speakers, but did not influence the use of request head act strategies by the Korean nonnative speakers of English. As to the use of internal and external modification strategies, the Korean nonnative speakers of English and the native English speakers exhibited the following tendencies: (a) both groups used internal modification strategies in a similar manner. That is, they predominantly used syntactic downgraders, but underused lexical/phrasal downgraders in their requests; (b) The groups also showed a similar tendency in terms of their preference for the use of different types of both syntactic and lexical/phrasal downgraders; (c) Unlike their similar use of internal modification strategies, these groups demonstrated a difference in employing external modification strategies. In contrast to the native English speakers who significantly used various external modification strategies to lessen the impact of the request, the Korean nonnative speakers of English failed to use such strategies; and (d) the Korean nonnative English speakers and native English speakers further showed a gap in terms of their preference for using varying kinds of external modification strategies.

Second Language Classroom Discourse: The Roles of Teacher and Learners

Jung, Euen-Hyuk Sarah The English Teachers Association in Korea 2005 영어어문교육 Vol.11 No.4

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).