A Comparative Analysis of Conjunctive Adverbials Between Korean EFL and Native English Writers in English Abstracts of Doctoral Dissertations

은호윤 대한영어영문학회 2016 영어영문학연구 Vol.42 No.2

Eun, Ho-yoon. “A Comparative Analysis of Conjunctive Adverbials Between Korean EFL and Native English Writers in English Abstracts of Doctoral Dissertations.” Studies in English Education & Literature. 42.2 (2016): 239-262. The aim of the study is to compare the use of some conjunctive adverbials between Korean EFL writers and native English writers in academic writing. For this study, ten English abstracts of doctoral dissertations in sociology were adopted for the corpus. Five of them were written by Korean EFL writers and the rest were written by native English writers. Of various conjunctive adverbials, resultive and concessive adverbials were chosen for this study. Frequency, preference and synthetic positions in the sentences were compared between both groups. Results are as follows : First, Korean EFL writers used both adverbials more often than native English writers. This is explained in that while Korean EFL writers rely on these adverbials heavily in order to express and confirm sentence relativity, native English writers do not depend on them much. Second, the resultive adverbial favored the most by Korean EFL writers was therefore, and the concessive adverbial preferred above all by Korean EFL writers was however. native English writers showed balanced use of adverbials. Third, while Korean EFL writers put most of resultive adverbials in the sentence-initial position, they put more concessive adverbials in non sentence-initial positions. This phenomenon may have resulted from the interference of L1 and the result of conventional English education in Korea. (Chonbuk National University)

[토론문] "송종민: Language Proficiency and Conjunctive Cohesion : Korean EFL Learners vs. Native English Speakers"에 대한 토론문

은호윤 담화·인지언어학회 2014 담화·인지언어학회 학술대회 발표논문집 Vol.2014 No.4

Application of CBI in English Writing Class at a College Level

은호윤 신영어영문학회 2009 신영어영문학 Vol.44 No.-

The aim of this study is to investigate the application of CBI (Content-Based Instruction) in English writing classes at the college level in Korea, analyze the current situation, and make recommendations to improve CBI in English writing. For this study, two groups of subjects were surveyed: EFL college learners and their instructors. The EFL college learners were 116 students who took an English writing course with CBI in the first semester in 2009 at a university in Jeonbuk province, Korea. A questionnaire was devised to ask their opinions, and interviews were done for the instructors, both of which were analyzed later. Two-thirds of the learners evaluated their English proficiency under intermediate levels, and felt challenge in the course. Nevertheless, half of them preferred CBI classes to non-CBI classes. To improve this course, both learners and instructors suggested a reduction of the number of students in the class and to offer various courses matching the learners’ English levels more closely. Students wanted more error correction, and half of them hoped to study further English writing with CBI.

Reference and Substitution as Cohesion Devices in EFL Writing

은호윤,전병만 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.4

This paper aims to investigate the use of reference and substitution as cohesion devices by advanced Korean EFL writers and English native writers. Twelve research articles (totaling 218 pages, 93,033 words) written in English were collected in academic journals. Half of the research articles were prepared by Koreans and the other half were written by native writers. Several demonstrative pronouns, personal pronouns and demonstrative adverbs were selected as referential cohesion devices for this study. Three substitutional cohesion devices were also chosen. Their frequency was investigated at first, after which their preference was analyzed. There was not much difference in the overall use of cohesion devices between the two groups. Some devices were used by Korean writers more often than native ones. Reasons for this could be high English proficiency of Korean writers, their hyper-correction or the influence of Korean culture. Other more distinctive cohesion features such as conjunctions are recommended for analysis of cohesion in future research.

영어성경(NIV)의 한국어 번역에 대한 몇 가지 제안 - 마태복음을 중심으로 -

은호윤 미래영어영문학회 2019 영어영문학 Vol.24 No.3

This study compares the English of NIV (New International Version) Bible with the Korean of its Korean translated version, analyzes expressions of the English and the Korean, and suggests ideas for future versions. For this study, Matthew, the first book of the New Testament, was selected from 66 books of the Bible. The research was conducted in the area of some words and grammar as follows; First, several expressions translated based on the Korean traditional agricultural culture, were investigated and analyzed. Second, several expressions translated differently based on various discourse situations, were found and analyzed. Third, there were some words whose meanings were vague since they have several ambiguous meanings. Lastly, some grammatical errors of translation were found and investigated. Some ideas for future improved translations were suggested in the Result section. The limit of study is its selective sampling scope of Gospel Matthew. Translation based on gender equality or prejudice on the disabled are recommended for the future research.

Authorial Reference and Rhetorical Functions in Research Articles of Mathematics and Linguistics

은호윤 대한언어학회 2022 언어학 Vol.30 No.4

This study explores how academic authors of different fields present themselves in the text and how they build up authorial identities with rhetorical functions of authorial referential expressions. The corpus for this study is comprised of 72 research articles (RAs) written in English in the areas of mathematics and linguistics. The frequency of authorial referential expressions was analyzed statistically and their rhetorical functions were also investigated qualitatively, based on Hylands (2002) classifications. The results report the significant overuse of first-person plural pronouns in the corpus of mathematics although the corpus consists of all single-authored RAs. Meanwhile, various types of authorial referential markers are used in the corpus of linguistics. Also, authors of linguistics select more diverse rhetorical functions than the ones of mathematics. We can say that a discipline influences the choice of authorial referential markers more significantly than a language. The study ends with suggestions that EAP learners and RA authors should be more aware of authorial reference and their rhetorical functions.

Study on Hedges and Boosters in the Conclusions of Research Articles

은호윤(Hoyoon Eun) 한국영어어문교육학회 2020 영어어문교육 Vol.26 No.3

This study aims to examine similarities and differences in the use of hedges and boosters in the conclusions of English research articles (RAs) written by Korean writers and English native writers and also compare them with other sub-genres (i.e., abstract, introduction). It is differentiated from previous studies which have focused on other sub-genres or students’ writing. 60 conclusions of RAs in the discipline of applied linguistics (30: written by Korean writers, 30: written by English native writers) are selected from four leading journals published domestically and internationally, and analyzed based on Hyland’s model (2005a). The results show that there is no statistically significant difference between both groups, but Korean writers use booster slightly more than native writers, while native writers choose hedges more often. Second, there is no salient sub-genre-based variation (i.e. conclusion-specific), compared with other sub-genres. Third, journal-based variations are not statistically significant, either. Pedagogical implication is that RA writers should recognize the importance of hedges and boosters in RA, practice how to use them efficiently and develop better methods of use. With other metadiscourse markers, extending the corpora into various disciplines and application of qualitative approach are recommended for future research.

A Study on Perceptions of Feedback between Students and Teachers in English Writing Course

은호윤 ( Ho-yoon Eun ) 대한영어영문학회 2015 영어영문학연구 Vol.41 No.3

This study investigates what view both students and teachers have regarding feedback in English writing course, respectively, and also seeks to find out what sort of problems both groups meet with when they exchange feedback and how to handle the feedback. For this study, 99 Korean university students participated in surveys that were collected. Their backgrounds varied: age, major, English proficiency. All of them were enrolled in the Practical English writing course as a general class. Additionally, students received instruction from three different teachers in different courses. Students and teachers studied English writing three hours a week for 14 weeks, and they exchanged feedback during the course. At the end of the course, both groups were given different questionnaires, respectively. Some of the results indicate that: (1) a large number of students rated themselves fair or poor writers, which means they are not confident of writing; (2) extensive vocabulary was selected as the most important factor of writing by students, whereas teachers chose strong grammar; (3) students viewed the concept of feedback in several ways, including: error correction of grammar, amendment of overall organization of writing. On the other hand, teachers defined it as being used to draw out students’ writing motivation, help them overcome their fear and build up confidence; (4) both groups showed agreement with the feedback they exchanged, but some of them also showed disagreement, which may have resulted from different viewpoint about the concept of feedback between two groups; (5) merits and demerits of feedback were revealed in this study. Based on the results of this study, pedagogical implications are discussed. (Chonbuk National University)

한국 대학생들이 영어읽기수업에서 사용하는 영어학습전략과 자기효능감에 대한 연구

은호윤 ( Eun Hoyoon ) 대한언어학회 2018 언어학 Vol.26 No.1

The goal of this study is to investigate the learning strategies of university students in English reading course and their self-efficacy, based on their English reading proficiency. Three learning strategy factors(Cognitive, Global reading and Memory strategies) and three self-efficacy factors(Self-confidence, Self-control and Task- difficulty) were selected for this study. Opinion questionnaires from 178 university students who took English reading course in Jeonbuk province were collected for this study. The data was analyzed with SPSS 18.0. The results revealed that the preferred learning strategy was Global reading strategy. Next, students of intermediate level used the most various strategies, and the correlation between students’ learning strategies and their self-efficacy appeared normal. Third, Global reading strategy influenced three factors of self-efficacy the most. The suggestion for future research is that teaching methods to improve a variety of learning strategies and promote stable self-efficacy should be developed.

영어 TV 뉴스와 한국어 번역에서의 헤지의 양상에 대한 연구

은호윤(Eun, Hoyoon) 언어과학회 2020 언어과학연구 Vol.0 No.95

This study aims to investigate hedges used in English TV news and their Korean translations. Forty TV news articles (twenty in English and their twenty Korean translations) about nuclear facilities of North Korea were collected for this study, analyzed and compared with the correspondence list of hedge expressions in English and Korean. The result shows that most of the hedges used in both texts are about the speaker’s responsibility for the contents of propositions. Next, hedges related with the contents of propositions are examined the second most. Lastly, small numbers of hedges concerned with the relationship between the speaker and hearer are used. A few discrepancies in hedges in English texts and Korean translations are found. In learning English with news texts, it is recommended that teachers should teach such discrepancies in hedges in both texts to learners. Studies on other linguistic strategies (e.g., booster, attitude marker) or other genres (e.g., newspaper, magazine) are suggested for future research.