College EFL Learners' Target Language Use in Simulated Job Interviews

류혜경 언어과학회 2014 언어과학연구 Vol.0 No.69

The present study explores the ways in which Koreancollege EFL learners shape their talk in self-introductions in simulatedjob interviews. Drawing on both discourse and linguistic analysis ofthe data, this study examines EFL learners' self-introduction talk intheir target language. Both the content and linguistic aspects of theirlanguage use were examined in detail based on the evaluations of theinterviews by a professional interviewer. The results show that themajority of the interviewees were not chosen as probable candidatesfor employment by the evaluator. The data analysis identify severallinguistic and discourse patterns exhibited by the participants thatcould have possibly contributed to the unsuccessful outcome of theirself-introductions. The results of the data analysis indicate that theparticipating students were having difficulties in the aspects of interms of both language and contents of their self-introductions. Detailedanalysis focusing on the participants challenges and difficulties arepresented with some implications for teaching practical job interviewskills to college students.

Teasing as an Interactional Resource for Humor and Identity Construction in Language Learner Interactions

류혜경 담화·인지언어학회 2010 담화와 인지 Vol.17 No.1

Ryoo, Hye-Kyung. 2010. Teasing as an interactional resource for humor and identity construction in language learner interactions. Discourse and Cognition 17.1, 21-44. This paper describes the process of identity construction of the nonnative speaker learners of English through teasing. The study is based on a close examination of the talk-in-interaction in learner-learner small group discussion activities. The analysis of sequentially developing turns of talk in teasing action revealed that the learners enacted their nonnative speaker identity as an interactional resource in collaboratively constructing teasing actions. It was found that the learners' teasing each other on their second language difficulties played a role of making otherwise stressful second language use situations a relaxing and friendly environment through evoking a playful situational frame. Based on the findings, this paper argues for the positive role of teasing for the language learners to attend to their language mistakes and errors in a less stressful environment. (Daegu University)

靑少年의 自我正體感 形成

劉惠敬 한국교육학회 1983 敎育學硏究 Vol.21 No.3

만성신부전증 환자에서 혈액투석 전후의 혈청 Gastrin치에 관한 연구

류혜경,최기철,강영준 全南大醫大 1984 전남의대학술지 Vol.21 No.2

Inter-turn Gaps in Small Group Discussion Talk among Korean EFL Learners

류혜경 한국중등영어교육학회 2011 중등영어교육 Vol.4 No.2

The present paper addresses the nature of frequent inter-turn gaps in the small group discussion talk among the Korean EFL learners. Inter-turn gaps in learner interactions have been considered inevitable results from the learners' limited linguistic second language competence. However, this paper argues for the interactional complexity of inter-turn gaps as resulted from the overall lack of topic continuity and the learners' inability to develop topics in on-going interactions. In addition, another important source of frequent occurrences of inter-turn gaps was the learners' wait-and-see strategy in responding to disfluencies and difficulties in the prior speaker's turns. This paper presents a detailed analysis of several episodes of the Korean EFL learners' discussion talk to show the underlying dynamics of frequent inter-turn pauses, which made the overall impression of discontinuous and disjointed nature of the learners talk.

Dealing with communication difficulties : A study on communication strategies by native and nonnative speakers of English

류혜경 대구대학교 인문과학연구소 2008 人文科學硏究 Vol.31 No.-

본 논문은 영어 모국어 사용자와 제 2외국어 사용자 간에 대화에서 이용되어진 다양한 의사소통 전략들을 분석한 연구이다. 본 논문의 초점은 영어를 모국어로 하지 않는 화자들이 영어로 대화를 할 때 그들의 극히 제한된 의사소통 수단을 가지고 어떻게 의사소통을 이끌어 내는지에 대한 고찰에 있다. 대부분 제 2 외국어 습득에 관한 연구들은 교육기관을 배경으로 어떠한 형태로든 정규적인 영어교육을 받은 학생들을 대상으로 이루어져 왔다. 그러나 엄격한 의미에서 이러한 연구들은 기존의 북미에 거주하는 영어를 모국어로 하지 않는 사람들을 대표하기에는 무리가 있다고 보여 진다. 이러한 관점에서 본 논문은 좀 더 기존과 다른 환경에서 교실이나 학교가 하는 영어를 생활 현장에서 사용하는 사람들을 고찰 한데에 그 의미를 둘 수 있겠다. 재미 한국 교포와 그들의 상점에 오는 흑이 상인들 간의 대화를 녹음 녹화하여 모든 대화를 전사하여 담화 분석하였다. 그 결과 영어가 모국어가 아닌 한국인 점원들과 영어를 모국어로 사용하는 흑인 고객들 모두 여러 가지 다양한 종류의 의사소통 전략들을 사용하여 자주 생겨나는 의사소통에서의 문제점들을 해결하는 양상을 보였다. 본 논문은 그 중에서 몇가지 자주 사용이 되어진 전략들을 모아서 상세하게 분석하였다.

흄의 도덕철학에서 사실과 당위의 문제 : 자연주의적 해석 가능성을 중심으로

류혜경 서울대학교철학과 1999 哲學論究 Vol.27 No.-

The Zone of Proximal Development (ZPD) and Scaffolding in the Learner-Learner Interactions in Second Language

류혜경 한국응용언어학회 2009 응용 언어학 Vol.25 No.3

The Vygotskian concepts of Zone of Proximal Development (ZPD) and scaffolding (Vygotsky, 1978, 1986) in small group learner interactions have gained extensive research interests in recent years. Scaffolding in the right ZPD has been claimed to facilitate second language development. The present study is an attempt to closely investigate the scaffolding mechanisms and ZPD in small group discussion activities. The detailed qualitative analysis of data shows that the learners engaged in varying patterns of scaffolding and the ZPD depending on the particular interactional mechanisms. Overall, the learners benefited from participating in scaffolding actions, particularly, in collective scaffolding instances when they collaboratively worked together as equally contributing participants. The learners also gained help when they focused attention on their language gaps in helping the other peers and relied on their own resources. On the other hand, some peer scaffolding actions in the expert-novice framework gave rather limited opportunities to the learners in that the scaffold help was not fully appropriated by the learners.

Language Related Episode (LRE) in Learner Interactions as an Opportunity for Language Learning

류혜경 한국영어교육학회 2009 ENGLISH TEACHING(영어교육) Vol.64 No.4

The present study offers a descriptive account of how English learners co-construct language learning experiences in small group interactions. Specifically, it investigates Language Related Episodes (LREs) in small group discussion activities among Korean EFL learners. The study draws on the theoretical premises of sociocultural approach to small group interactions and emphasizes the collaborative work by the learners in interactions to construct second language knowledge. The analysis of the interaction focused on identifying and exploring the interactional patterns of Language-Related Episode (LRE) embedded in on-going interactions among the learners. The results of data analysis revealed that the collaborative work displayed in the LREs could function as a learning tool available for the learners to use the newly acquired second language knowledge appropriately in meaningful ways. Findings of the study indicated some positive evidence of learning instances where the learners were able to independently use the language items learned from the previous held LREs later in their interactions.

Korean EFL Learners’ Interlanguage Pragmatics Realized in Letters of Request

류혜경 한국영미어문학회 2009 영미어문학 Vol.- No.92

The main purpose of the present paper is to describe the uses (or misuses) of pragmatic language elements by Korean EFL learners. It chose request letters in e-mail messages as a target construct to investigate the learners' language actions in real life situations. The qualitative analysis of the second language patterns used to perform request speech acts revealed that the Korean EFL learners in the present study were not competent in realizing the communication goal of request. This is due to, first of all, their lack of proper linguistic tools and resources, and second, knowledge of situation proper usage of the language tools. The present paper argues that there should be more focus on the learners’ pragmatic aspect in written communications. The unbalanced emphasis of pragmatic competence on spoken communication should spare their attention to the written mode, which has a significant meaning for the learners in EFL situations to accomplish their practical and professional goals.