Connected Discourse in Storytelling Practices

이요안 담화·인지언어학회 2021 담화·인지언어학회 학술대회 발표논문집 Vol.2021 No.4

Language Moments in Second Language Interaction: Relevance of Understanding to Learning

이요안 한국영어교육학회 2023 ENGLISH TEACHING(영어교육) Vol.78 No.1

Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which participants come to terms with problematic L2 use in interactional exchanges. “Language moments” refer to cases in which L2 forms and functions are objects of interactive exchanges in L2 interactions. Through conversation analysis, the present study uncovered four different types in which participants in L2 interaction discovered and acted on language moments in terms of the degree of explicitness in recognizing and addressing problematic L2 use. This study used data from ESL classroom interactions that featured native teachers of English and L2 learners in an US context. This descriptive account of interactional processes might complement prior research studies that have focused on effects of interactional modification.

Real-time interaction and sense-making practices

이요안 서강대학교 언어정보연구소 2009 언어와 정보 사회 Vol.10 No.-

here are two analytic approaches that take real-time interaction to be their primary analytic resources: Interactional sociolinguistics and Conversation analysis. This manuscript offers a comparative analysis of these two research programs for their capacity to examine the contingent divergence and unpredictable variants real-time interaction involves. Through this comparison, I contend that conversation analysis offers more faithful account of how discourse is organized by those who participates in the interaction. Conversation analysis comes to terms with the contingency of real-time interaction better as it retrieves sequential organization of discourse-in-interaction whereas interactional sociolinguistics relies on the underlying social variables that are accessible only to analysts. Some exemplary analyses are offered to demonstrate the programmatic differences.

Analysis of Curriculum Components of Language Teacher Education:Enhancing Academic Knowledge or Developing Professional Skills?

이요안 서강대학교 언어정보연구소 2010 언어와 정보 사회 Vol.13 No.-

Two of the principal goals of language teacher education are to enhance teachers’ academic knowledge and to develop their teaching practices. Yet, there is a paucity of empirical studies to verify how these goals are realized at actual curriculum of teacher education programs. The present study investigates curricula of language teacher education in order to identify how these dual goals are addressed across programs at the curriculum level. First, the analysis of required courses of 30 randomly selected programs shows that there are too small a number of language education courses to address relevant topics and issues with a sufficient depth. Furthermore, linguistics and education have figured most prominently in academic content across curricula, although linguistic courses outnumber education courses considerably. Second, a detailed case study of one teacher education program looks into the relationship between programmatic features behind its curriculum and the students’ evaluation of them. It is found that, while the course works are designed to develop students’conceptual capacity for their independent decision-makings in their classrooms, students are more concerned with whether and to what degree given courses reflect their classroom realities. Implication for curriculum designers and further studies are discussed.

Using Cultural Categories in Language Classroom Discourse

이요안 담화·인지언어학회 2010 담화와 인지 Vol.17 No.2

Lee, Yoan. 2010. Using cultural categories in language classroom discourse. Discourse and Cognition 17.2, 69-94. Culture is a constant companion in the language education curriculum; it is an important object of teaching while teaching itself can be considered cultural. The question is to what extent cultural phenomena can be described analytically from within the local contingency of classroom interaction; after all, it is through social interaction that we encounter, act on, and thus experience culture. In prior research, language classrooms are analyzed in reference to underlying cultural categories with particular focus on the nonnative identities of the students. This line of research, however, takes for granted the detailed ways in which the participants discover and act on cultural categories. Building on Harvey Sacks’ revolutionary work on membership categories (1972) in conversation analysis (CA), the present study argues that the parties to classroom interactions recognize and produce categories in their talk and their categorical works influence the discourse forms they use. Based on the transcribed talk exchange in college classrooms in USA and Korea, this paper offers an alternative way to examine how categories are used in classroom interaction and what forms of discourse are generated (Sogang University)

Sequential Ordering in Nonnative Texts: Textual Choices in Source-Based Writing

이요안 한국외국어대학교 외국어교육연구소 2018 외국어교육연구 Vol.32 No.1

Second language (L2) writing studies have uncovered linguistic and rhetorical patterns in nonnative writing and their general relevance to communicative competence. These patterns do not, however, explicate the textual choices writers make in connecting relevant contents and producing arguments. In this regard, tracing the sequential ordering of the sentences in nonnative essays can offer a useful alternative in identifying the choices nonnative writers make and problems they face. Based on the analysis of 51 academic essays by Korean college students, the present study identified four distinctive textual patterns in how they connect their sentences. The findings show that a next sentence(s) makes visible how the writer considered the preceding sentence(s) for its meanings, assumptions and problems and what choices s/he makes in producing connected texts.

Towards respecification of communicative competence: Condition of L2 instruction or its objective?

이요안 OXFORD UNIV PRESS 2006 APPLIED LINGUISTICS Vol.27 No.3

Writing-to-Learn in English: In-Class Timed Writing for Content Learning

이요안 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.3

Second language writing research has focused on the learning-to-write approach whose analytic and pedagogical goal is to develop L2 learners’ writing proficiency. Equally important is the writing-to-learn approach that uses writing as a primary tool for content learning. Drawn from writing across the curriculum (WAC) movement in North America, the writing-to-learn approach integrates writing into content instructions across various disciplines. Considering that Korean universities have increased English-mediated courses, it is timely to explore how the writing-to-learn approach can be used for content learning in English. Writing in this approach is considered to demonstrate whether and how students understand and undertake the course content presented in the assigned readings. The present study examines in-class timed writings produced in a course for English majors at a university in Korea. The student writings were analyzed and classified into four distinctive categories in terms of how they use sources in their writings. The data analysis demonstrates the types of problems these students have in processing complex texts and specifies an array of distinctive skills they need to be fully proficient.

시국선언제안동기와 현장 체험을 통한 평신도 운동

이요안 우리신학연구소 2013 갈라진 시대의 기쁜소식 Vol.- No.1049

[세상이 ‘이 기쁨’을 알까] 한계를 허무는 열정

이요안 미래사목연구소 2018 사목정보 Vol.11 No.5