Nonnative Speakers' Use of Yeah in English Spoken Discourse

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 may or 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.

How Korean EFL Students Use Conjunctive Adverbials in Argumentative Writing

박용예 한국영어교육학회 2013 ENGLISH TEACHING(영어교육) Vol.68 No.4

The present study investigates Korean university EFL students’ use of conjunctive adverbials (CAs) in argumentative writing. The data for the study consist of a Korean university students’ writing corpus that is divided into three different subcorpora based on proficiency levels, and a reference corpus of American students’ writings. The results show that the nonnative writers in all three groups greatly overused CAs. Examination of their overuse patterns according to different taxonomic types indicated that sequential and additive types were mostly overused, as much as six times more than those by the native writers. In addition, several characteristics of the nonnative writers’ CA usage are discussed, including their heavy dependence on sentence-initial positioning, and both form-related and usage-related misuses of CAs, especially among the lowest-level learners. The study concludes with some pedagogical implications and suggestions.

Understanding NNS Talk

박용예,이창봉(토론자),유석훈(사회자) 담화·인지언어학회 2002 담화·인지언어학회 학술대회 발표논문집 Vol.- No.-

The Use of Conditionals in Korean College EFL Students' Writing

박용예 담화·인지언어학회 2010 담화와 인지 Vol.17 No.1

Park, Yong-Yae. 2010. The use of conditionals in Korean college EFL students' writing. Discourse and Cognition 17(1), 45-67. This study investigates the use of conditionals in Korean college EFL students' writing. The data for the study consists of 45 college students' argumentative and narrative writing pieces, i.e., 45 for each type. Using the data, first, the frequency and the distribution of conditionals were examined. Next, the use of if conditionals was coded, adopting Celce-Murcia and Larsen-Freeman's (1999) semantic categorization and Ford and Thompson's (1986) functional categories. The results show, first, a strikingly high frequency of if conditionals in argumentative writing, almost one in every piece. Then, the analysis of the semantic categories used indicates that factual conditionals occur most frequently, which is somewhat similar to the pattern native speakers show. Lastly, as for the functions of conditionals, the students tend to resort to conditionals for the function of repeating the preceding text as a cohesive device unlike native speakers' use or for the functions not reported in the native speakers' writing, reflecting their novice writing style. (Seoul National University)

Korean College EFL Students’ Use of Contrastive Conjunctions in Argumentative Writing

박용예 한국영어교육학회 2013 ENGLISH TEACHING(영어교육) Vol.68 No.2

This paper examines how Korean college EFL students use contrastive conjunctions in their argumentative writing in comparison with native speaker college students’ use of them. The data consists of a Korean college students’ writing corpus, which was divided into a lower proficiency group and a higher proficiency group, and an American and British university students’ writing corpus. The findings reveal that the first two most frequently occurring forms are but and however in all four groups,although the usage patterns such as positioning differ between the NS and the NNS groups. The third most frequent form is on the other hand in both NNS groups and yet in both NS groups, which shows an interesting difference in that the NNS groups hardly use yet in their writing. Both NNS groups also show frequent misuses of conjunctive adverbials such as in contrast, on the contrary, and on the other hand. The paper concludes with some pedagogical implications and suggestions.

전자 담화 연구의 경향 및 쟁점들

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.

중서부태평양 한국 다랑어 선망어선의 조업실태 분석

박용예 ( Yong-ye Park ),이유원 ( Yoo-won Lee ),이대재 ( Dae-jae Lee ) 한국어업기술학회 2016 수산해양기술연구 Vol.52 No.4

To suggest more efficient fishing operation, it was analyzed using five years (2011~2015) catch data of six Korean-flagged tuna purse seiners (with 1000 mt of haul capacity) operating in the western and central Pacific Ocean. In terms of annual total catch, it presented a two-year cycle of variation on catch, showing that catches of 2012, 2014 and 2015 were high, whereas those of 2011 and 2013 were low. The proportions on fishing effort of associated set were around 21.9~30.8% having 21.5~45.0% of total catch. In this study, there was no significant difference between catches of unassociated set and associated set. When considered having good fishing conditions, fishing activities were concentrated in the areas of Papua New Guinea (PNG) and Kiribati, while it showed that fishing ground spreaded out to the areas of not only PNG and Kiribati but also Federated States of Micronesia (FSM), Tuvalu and Solomon islands. The average number of fishing days was 271 with a range of 246~285. As restriction on fishing operation such as reduction of fishing days and higher fishing fee are expected to strengthen, the result of this study will be helpful to select more efficient fishing methods for purse seine fishery based on fishing conditions.

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.

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)

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.