한국어 교실 교사-학습자 간 대화에 나타난 교사 중심적 의사소통 양상

진제희(Jin Jae-Hee) 한국사회언어학회 2004 사회언어학 Vol.12 No.2

Jin, Jae-Hee. 2004. Aspects of Teacher-centered Communication in Conversations between Teachers and Learners in the Korean Language Classroom. Sociolinguistic Journal of Korea, 12(2). This paper examines how and why asymmetrical relationships are constituted through verbal interactions between teachers and students in the Korean language classroom. According to van Dijk (1989), 'power' in institutions such as hospitals or classrooms is best conceptualized as ‘group power asymmetrical relations’ between groups. As is the case for institutional members, members of dominant groups may derive their individually exercised power from the overall power of the group to which they belong. Speakers often possess an institutional role and their conversations are backed by the power or authority of the institution. From this perspective, this paper examines how power is being exerted and assigned in conversations between teachers and students in the Korean classroom. First, this research examined if the turns at talk for the participants (teacher and students) were equally distributed. The results showed that the teacher took about 50% of the total turns at talk, which is about eight times as many turns taken by each student. This indicates that the flow of classroom conversation starts from the teacher, or in other words, is teacher-centered communication. Second, this research considered inequality that occurs during problem solving meaning negotiation. Research results also showed that in 165 negotiated exchanges, over 85% were initiated by the teacher, which underscores the extremely asymmetrical instigation of conversation in Korean language classrooms. Student deficiencies in fluency and initiation, teacher questioning methodology and dialogue guidance, the teacher's almost exclusive right to choose the topic, the excessive adaptation of students to the classroom environment as well as the nationality of students were all factors contributing to this phenomenon.

기능단계별로 나타난 의료면담의 제도 대화적 특징 연구

진제희(Jin Jae-hee) 한국사회언어학회 2006 사회언어학 Vol.14 No.1

  This study examines how asymmetry is produced in medical interviews as institutional interaction. In medical interaction, there are two primary asymmetries caused by status and power differences: the asymmetry of knowledge and the asymmetry of tasks between participants. For this research, dialogues between a doctor and his patients were investigated. In terms of analysis, this paper identifies five functional stages into which the procedures of a medical interview are arranged: opening, examination, diagnosis, prescription, and closing. As a result, two distinct exchanges were found: the question-answer sequence and the directive-response sequence. First, initiation of each sequence was conducted mainly by the doctor at each stage. A distinctive feature of the exchange was that the doctor"s questions at the introduction stage did not have any special purpose but were just an automatic courtesy greeting. The doctor"s initiations were usually followed by the patient"s response without any interruption. Second, the directive-response sequence was the most distinct phenomenon at the prescription stage. Two different forms of directives were used: warning and advising. The doctor"s directives had two functions. The first function was to maintain the doctor"s institutional authority and the second was to gain patient compliance with the doctor"s directives.

논문 : 한국어 교실 교사-학습자 간 대화에 나타난 의사소통 문제 유형

진제희 ( Jae Hee Jin ) 국제한국어교육학회 2004 한국어 교육 Vol.15 No.3

한국어 수업에 나타난 교사의 수정적 피드백과 학습자 반응 연구

진제희 ( Jae Hee Jin ) 이중언어학회 2005 이중언어학 Vol.28 No.-

한국어 학습자들의 발화 속에 나타난 대화 전략으로서의 입말의 특성 : 포함성'을 중심으로 Focusing on 'involvement'

진제희 국제한국어교육학회 2001 한국어 교육 Vol.12 No.1

This article investigates characteristics, especially focusing on 'involvement', of spoken language (SL), which frequently appear in conversation between foreign students while learning Korean, and their role as strategies to communicate and keep up a conversation. For this, at first, I compare one of the characteristics of SL, 'involvement' with one of the characteristics of written language, 'detachment', which is contrary to 'involvement'. Data were collected from the content which foreign students discussed about a topic in the class, tape-recorded and later transcribed. For analyzing these data, 7 devices which show involvement are used, including six devices (the first person references, speaker's mental process, monitoring of information flow, emphatic participles, fuzziness, direct quotes) which Chafe suggested in 1982 and another device, 'code switching'. I suggest taking into consideration the fact that the subjects are all foreign students learning Korean language as a second language. These data indicate that all students who participate in the discussion use the devices of involvement very frequently to interpret the listener, to inform the listener's role in conversation, to earn time for the speaker to develop his speech, to decrease the distance between the speaker and the object discussed, to display the speaker or the listener's understanding about what is being discussed, to emphasize vividness of the utterance, and to show ties with the other students. From the fact that these devices of 'involvement' make the interaction between the participants in discussion continue and improve and the goal of Korean education of foreign language is to make foreign learners use Korean more naturally and effectively, maximizing their Korean proficiency, the findings of this study strongly suggest the necessity of adopting SL material as a basis of teaching Korean and the importance of teaching SL.

한국어 학습자들의 의사소통 전략 유형 분류 및 분석 : 비상호적 상황을 중심으로

진제희 국제한국어교육학회 2000 한국어 교육 Vol.11 No.1

This paper presents an analysis and taxonomic classification of communication strategies (CSs) in the non-interactional situation employed by learners of Korean as a foreign language. CSs have been defined generally as devices employed by second language learners when they encounter problems in second language communication because their communicative needs outstrip their linguistic abilities. The theoretical basis used by previous researchers on the definition for CSs is included in the first chapter. I have collected a list of the 10 CSs which I consider the most common and important of this core group, based on the classification by Tarone (1980), Faerch & Kasper (1983) and Bialystok (1983). The experimental method and procedures employed in this study are described in the second chapter. An analysis and taxonomic classification of CSs developed from the collected data in the study is contained in the third chapter. The taxonomy was based on seven CSs, including those which are L1-based (e.g. code-switching, foreignizing, literalization) and L2-based (e.g. paraphrase, approximation, coinage), as well as the appeal for assistance strategy. In this present study, it was found that the language distance between the learners' first language and Korean influences their choice of CSs and they use L1-based CSs to solve communication problems in the most economical way. It was found that L2-based CSs were less economical but more effective in conveying meaning than L1-based CSs, and thus are seen to have great potential for developing the learners' communicative competence. Appeal for assistance was considered a time-gaining strategy. I describe the potential effectiveness of CSs for developing communicative competence in the last chapter. Finally I suggest an effective instructional approach for teaching Korean as a foreign language based on the results of this study.