고등학교 영어 교과서와 원어민 대화 코퍼스에 나타난 담화표지어 so 비교 분석

최인지 새한영어영문학회 2020 새한영어영문학 Vol.62 No.2

Adopting a corpus-driven approach, this study aims to examine the frequencies, positional preference and functions of the discourse marker (DM) so in high school English textbooks based on the 2009 and 2015 revised national curricula in comparison with those in conversational corpus of native speakers of English. The results indicate that the DM so is less frequently used in the textbooks than the conversational corpus, and that the textbooks show a different positional distribution of so since the two most frequent positions are utterance initial and medial positions in the textbooks and utterance initial and turn initial positions in the corpus. The corpus findings demonstrate that so performs 7 textual functions and 4 interactional functions, while only 4 textual functions and 2 interactional functions are found in the textbooks. Given that DMs are crucial in achieving pragmatic competence, substantial revisions to the examples of the DM so in the textbooks are required in order to provide a more comprehensive picture to students as to how it is used.

A Comparative Study on the Discourse Marker Oh and its Combinations in British and American English Conversation Corpora

최인지 언어과학회 2022 언어과학연구 Vol.- No.100

This study investigates similarities and differences in the frequency, functions, and positional distribution of the discourse marker (DM) oh and its combinations with other DMs between British and American English. The study uses samples from the BNC2014 and the SBCSAE. The results demonstrate that in British English, oh is more frequent, and more types of oh combinations are observed. Oh in both corpora is found to mainly serve functions in the domain of cognition (Haselow 2019) and juxtaposition appears to be the most frequent type in both corpora (Cuenca and Cirble 2019). The most frequent combinations are oh okay, oh yeah, and oh well for juxtaposition, oh no, oh well, and oh yeah for addition, and oh yeah for composition. Although turn-beginning is the predominant position for both corpora, oh and its combinations at turn-medials occur relatively more often in British English than in American English.

But as a Discourse Marker in Oral Narratives

최인지 대한언어학회 2010 언어학 Vol.18 No.4

Choi, In-Ji. 2010. But as a Discourse Marker in Oral Narratives. The Linguistic Association of Korea Journal. 18(4). 45-69. This paper examines the two properties of the discourse marker but: non-truth-conditionality and coherence. Non-truth-conditionality is the feature that has brought but into the center of the research on Relevance Theory, but coherence has been paid much less attention. This is due to the cognitive nature of the underpinnings of Relevance Theory. Relevance Theory claims that utterance interpretation involves decoding of linguistic stimuli into conceptual representations and inferential manipulation of conceptual representations, so that linguistic meaning comes into two varieties: conceptual and procedural meaning. This paper analyzes data from 31 British adults' narrative discourse and demonstrates that but is a discourse marker that encodes a procedural meaning which leads to contradict an assumption inferred from the previous context. This paper also shows how a variety of interpretations of but, such as the denial of expectation and contrast can be derived pragmatically from its encoded meaning, and how but is interpreted as performing a 'boundary marking' function on the 'global level' in Relevance-theoretic terms.

일인칭 복수 대명사의 절차적 의미와 관련성

최인지 대한언어학회 2012 언어학 Vol.20 No.2

This paper aims to look at what the first person plural pronouns ``we`` and ``wuli`` mean in English and Korean, respectively, the information that they encode and the effect that the information has. This paper also shows how the hearer uses that encoded meaning to interpret the pronouns in utterance contexts. I shall be adopting the framework of relevance theory (Sperber & Wilson, 1986/95) and demonstrating that pronouns are fundamentally procedural in nature, encoding the information about the inferential process that the hearer should use. Guided by the overarching principle of relevance, it is argued that the hearer resolves reference assignment pragmatically as a part of the relevance-theoretic comprehension procedure, drawing information from many possible sources in the process.

A Relevance-theoretic Approach to the Definite Article in English

최인지 한국영어학회 2015 영어학 Vol.15 No.4

Choi, In Ji. 2015. A Relevance-theoretic Approach to the Definite Article in English. Korean Journal of English Language and Linguistics, 15-4, 817-851. There is a long-standing debate on the nature of definite noun phrases: do they involve familiarity or uniqueness? The familiarity theory (Christophersen, 1939; Kamp, 1981; Heim, 1982) claims that a definite description denotes an existing discourse referent, whereas the uniqueness theory (Russell, 1905; Hawkins, 1978, 1991) claims that the definite article indicates the uniqueness of the referent. However, both approaches overlook the contribution of the definite article to implicatures. The aim of this study is two fold: first, to look at what the definite article in English means, the information it encodes, and the effect this information has, and second, to provide an analysis of how hearers use this encoded meaning to interpret definite descriptions in utterance contexts. Adopting the framework of relevance theory (Sperber and Wilson, 1986/95), I argue that the definite article encodes procedural meaning, which guides the hearer not only to an intended referent but also to an intended overall interpretation.

절차적 의미의 적용 범위에 대한 고찰 -관련성 이론을 중심으로-

최인지 대구가톨릭대학교 인문과학연구소 2020 인문과학연구 Vol.0 No.41

Relevance theory (Sperber & Wilson 1986/95) is a framework for the study of cognition, proposed mainly to provide a psychologically plausible account for communication. According to relevance theory, words can encode two types of meaning, either conceptual or procedural. The former is “information about the representations to be manipulated” and the latter is “information about how to manipulate them” (Wilson & Sperber 1993: 1). This distinction has evolved so that procedural meaning has been extended considerably to some concept-expressing words, and that conceptual meaning has been extended to some procedure-expressing words. Several challenges (cf. Fraser 2006) have been raised against this view, since the coexistence of conceptual and procedural meanings in the same word may blur the distinction in meanings. However, the present study considers the property of rigidity to be crucial for distinguishing conceptual from procedural meaning. It argues that the fact that some conceptual information can be part of a procedural meaning does not mean that they operate at the same level, but one is embedded, dependent on the other. Moreover, the recent idea that content words encode not only a concept but also an instruction to build it is not a plausible one, since the adjustment of encoded concept is a by-product of processing utterances following the relevance-based comprehension procedure.

Discourse Markers in Children's Narratives: The Cases of (and) then and so

최인지 한국언어학회 2010 언어 Vol.35 No.1

Choi, InJi. 2010. Discourse Markers in Children's Narratives: The Cases of (and) then and so. Korean Journal of Linguistics, 35-1, 247-264. Discourse markers have frequently been described as a means to guide the hearer to the inferential procedure that yields the intended interpretation. However, there is a disagreement as to whether the usage of discourse markers contributes to the coherence that the speaker wishes to establish or whether they are just a means to identify relevance for the minimum processing cost. This requires a closer examination of actual uses of discourse markers. For this purpose, children's uses of (and) then and so in narratives were analyzed. This paper shows that (and) then and so serve multiple functions which provide instructions to the hearer about how to understand the utterance they introduce in relation to the previous context, and that there is a shift in the use of these markers across ages. This paper also demonstrates that the phenomenon of discourse markers can be adequately explained within the relevance theory framework (Sperber and Wilson 1986/1995; Blakemore 2002). (Sookmyung Women's University)

On the Acquisition of the Discourse Marker But

최인지 사단법인 한국언어학회 2010 언어학 Vol.0 No.58

It is well known that the discourse marker but has a variety of uses, and there are well-established accounts of how these different interpretations are derived pragmatically from the encoded meaning. The coherence-based framework sees connectivity as a primary function of but, whereas Relevance Theory views but as a means by which the hearer is guided to the inferential procedure that yields the intended meaning and claims that the coherent interpretation is simply a by-product of the search for optimal relevance. Given the fundamental differences between different theoretical frameworks, a closer examination of actual uses will shed light on the phenomenon of the discourse marker but. For this purpose, the present study examines how children between 4 and 12 years of age use but in the corpus of children's narratives and shows how a procedural analysis accounts for the wide range of the uses of but. This paper also demonstrates that there is a variation in the use of but across ages and that children progressively develop the ways that but is used in narratives.

다문화청소년의 언어적응 유형별 문화적응 스트레스의 차이

최인지,신형진 한국인구학회 2023 한국인구학 Vol.46 No.3

본 연구는 한국청소년정책연구원에서 수행한 다문화청소년 패널조사 1기 데이터의 5차년도 자료를 활용하여 다문화청소년의 언어적응(linguistic acculturation) 유형별 문화적응 스트레스(acculturative stress)의 차이를 분석하였다. 국내 다문화청소년의 대다수를 차지하는 한국인 아버지와 외국인 어머니 사이에서 태어난 1,298명으로 표본을 제한하고, 그들의 한국어와 외국어 능력을 다각도에서 측정한 결과를 바탕으로 언어적응 유형을 규정하여 이를 문화적응 스트레스의 핵심적인 예측변인으로 분석하였다. 언어적응 유형을 동화(한국어 구사), 통합(이중언어 구사), 분리(외국어 구사), 그리고 주변화(제한적 언어구사)라는 더미변수로 각각 코딩하고 개인과 가정, 사회적 지지라는 차원에서 측정된 다른 변인들도 투입한 다중회귀분석 결과, 초기 모형에서는 ‘동화와 통합’ 대 ‘분리와 주변화’라는 한국어 능력에 따른 문화적응 스트레스의 차이가 나타났다. 그러나 어머니의 문화적응 요인과 양육태도가 통제된 이후에는 ‘통합’ 유형의 문화적응 스트레스 점수도 ‘동화’ 유형보다 통계적으로 유의한 수준으로 높게 관찰되었다. 이러한 결과는 언어적응이라는 측면에서 다문화청소년들의 문화적응 스트레스가 단지 한국어 능력의 부족에 기인하는 것이 아니라는 것을 시사한다. 즉, 한국과 같이 강력한 동화의 압력이 작용하는 사회에서는 유산문화를 보존하려는 개인의 스트레스가 클 수밖에 없으므로 다문화청소년의 이중언어 능력은 그것이 가져다줄 수 있는 여러 가지 긍정적인 결과에도 불구하고 필연적으로 문화적응 스트레스를 불러올 수 있음을 함의한다.

복합 지시사의 감정 용법에 관한 연구

최인지 언어과학회 2018 언어과학연구 Vol.0 No.84

. This paper focuses on the emotional uses of complex demonstratives, expressions of the form this/that N or these/those Ns, which create a sense of closeness, camaraderie, or vividness that goes beyond simply referring something close to or distant from the speaker. Adopting the framework of relevance theory, this paper argues that a complex demonstrative encodes a pro-conceptual meaning, expressing a concept via a mandatory contextual specification of a distance parameter in its lexical meaning. This parameter is a kind of variable that must receive a value in order to be fully understood, but it falls under the scope of the procedure which provides guidance for the hearer to orient his or her attention on the intended referent. When the referent is already highly accessible through the information encoded by the noun in the complex demonstrative, the effort required to process the pro-conceptual and procedural information provided by the complex demonstrative is justified by yielding weak implicatures.