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The Study of Repetition in an English Immersion Camp Classroom
Sunmee Chang 한국사회언어학회 2017 사회언어학 Vol.25 No.1
Chang, Sunmee. 2017. “The Study of Repetition in an English Immersion Camp Classroom”. The Sociolinguistic Journal of Korea 25(1). 193~212. This study was conducted in a classroom of an English immersion camp for elementary school students. It investigated what patterns and functions of repetition were found and how they were interpreted in terms of facilitating foreign language learning during the interaction between a teacher and students. Data was analyzed according to an analytical framework inspired by many previous research studies. The results showed that most of the repetitions were done by the teacher and that they showed various features with impressive functions. Even though the number of students’ repetitions were not as many as that of the teacher s , their functions were not insignificant at all. This study gives us a chance to look at interactive features of repetition, apart from their behaviorist nature.
Classroom Factors Considered for Second Language Acquisition
Sunmee Chang(Sunmee Chang),Claudia Yun(Claudia Yun) 호서대학교 인문사회과학연구소 2022 AI와 인간사회 Vol.3 No.2
본 연구는 교실이라는 특정한 장소에 제2 언어 습득에 결정적인 영향을 주는 요인들이 있음을 주목하였다. 학습자들의 사회적 정체성과 사회경제적 지위, 사회환경에 의해 영향을 받는 교수방식과 학습방식, 특정한 주제에 대해 학습자가 가지고 있는 사전지식 등은 학습자들이 교실수업에 참여하면서 그들과 함께 동시에 교실에 존재하게 되는 요인들인데 이러한 것들이 교수자와 학습자 간, 또는 학습자와 학습자 간의 상호작용에서 서로에게 영향을 끼치게 된다. 또 한가지 주목한 것은 교수자의 언어습득에 관한 개인적인 지식과 신념에 관한 것인데, 이 것들이 교실안에서 어떻게 작용하면서 학습자들의 제2언어 습득에 기여를 하는가를 살펴보았다. 언어를 배우는 교실은 다른 교실과는 달리 교수자와 학습자가 대화를 주고받으며 활발히 참여하여 목표언어 학습을 이루는 매우 역동적인 곳이다. 결론적으로, 교실은 교수자가 주도해서 수업을 하는 곳이라는 전통적인 틀을 깨고 학습자가 중심이 되어 자발적 수업을 하는 곳이어야 하고, 그래서 교수자는 학습자들을 가르친다기 보다는 돕는 역할을 해야 한다는 것이다.
Portrayals of Gender Roles in Everybody Loves Raymond
Sunmee Chang(장선미) 한국사회언어학회 2019 사회언어학 Vol.27 No.3
This study overviews how gender roles are portrayed in American sitcoms with Everybody Loves Raymond as the primary example. This show explicitly demonstrates how the views of society concerning acceptable behavioral characteristics of both men and women have changed. It also illustrates how redefined aspects of gender roles are combined together with aspects of enduring traditional roles via the dynamics of Barone family. With consideration of content and context, discourse/text analysis for selected episodes is conducted to disclose how these aspects (old and new) juxtapose each other. The manner of communication among characters and the storylines are also investigated to profile genders and their subsequent relationships.
A Discourse Analysis on the Multi-Voicedness in a Sunday School Classroom
Sunmee Chang 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.1
This study was conducted in a Sunday School Classroom where verbal participations of a group of children saying goodbye to their two friends leaving for Korea permanently. Their interactions were made under the leading of a teacher. Because of its unique circumstances, the teacher and the students did not show much intensity over getting the control of the class. The teacher naturally tended to keep her script by controlling the flow of students’ farewell talk and the students seemed to follow the teacher’s guidance. However, from time to time, the students covertly attempted to create their own script as counterscript to teacher’s script and the teacher did not deter their attempt and rather cooperate with them, even though she came back to her script shortly. This dynamics among the participants of this class showed an interesting nature of multi-voicedness in the classroom where the power relations are shaped along with the contributions from the participants. This is not a typical context where language learning occurs, but the pattern of interactions was led to meaningful results that can be applied in English education settings.
Characteristics of Two Japanese L2 Learners’ Interaction in an IEP Classroom
Sunmee Chang 한국응용언어학회 2007 응용 언어학 Vol.23 No.2
This study analysed and investigated the data collected over a seven-week period in the classroom of an adult IEP (Intensive English Program) at an American university with one male teacher and eight students from four different countries (Korea, Japan, Columbia, and Brazil), using microethnographic methods such as observation, video- and audio-taping, field notes, and interviews. These data were analysed by using the frameworks developed and adopted from two existing studies investigating verbal interaction among participants during classroom activities. With the frameworks that have been developed based on Nassaji and Wells’ study (2000) and Patthey-Chavez’s study (2002), This research tried to document students’ talk and look at how teacher facilitated their participation, trying to measure the content of talk. Especially, it documented the quality of two Japanese students’ utterances in terms of lexical density and mean length of words, looking at how they differed according to categories and individuals. And their utterances were compared with other participants as well. The analysis reached a couple of conclusions, such as teacher’s follow-ups are critical in facilitating students’ classroom participations and their participations depend on the types of teacher’s utterances. And two focal Japanese students’ showed taciturn tendencies but their quality of talk was much better than other participants