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Second Language Classroom Discourse: The Roles of Teacher and Learners
Jung, Euen-Hyuk Sarah The English Teachers Association in Korea 2005 영어어문교육 Vol.11 No.4
The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).
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Yoon, Sarah So-Jung,Lee, Kyung-Hoon Architectural Institute of Korea 2010 Architectural research Vol.12 No.2
The main objective of this study is to investigate the perception, recognition and response of innovative/ self-initiated play and its correlation to play space and play environment understood by children in their middle childhood years. Play, play theory, and the acceptance of play have an important role in child development. In recent years, play and the importance of innovative/ self-initiated play have been associated with a number of important societal issues. The impact of play and/or lack of play during the developmental stages of childhood directly influence a child's ability to mature and adapt into society. In order to investigate the overall perceptions of play and play space among the average child in their middle childhood, a questionnaire survey was distributed and analyzed using SSPS 15.0. This survey was conducted within the site specific context of South Korea. Interestingly enough, the differences in the responses can be organized into three main categories: age, gender and housing type. In result different directions for further study and research for future play spaces and play environments that support innovated/ self-initiated play have been suggested.
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Lee, Sarah,Jung, Eun Sung,Do, Seon-Gil,Jung, Ga-young,Song, Gwanpil,Song, Jung-min,Lee, Choong Hwan American Chemical Society 2014 Journal of agricultural and food chemistry Vol.62 No.9
<P>Metabolite profiling of three blueberry species (<I>Vaccinium bracteatum</I> Thunb., <I>V. oldhamii</I> Miquel., and <I>V. corymbosum</I> L.) was performed using gas chromatography–time-of-flight-mass spectrometry (GC-TOF-MS) and ultraperformance liquid chromatography–quadrupole-time-of-flight-mass spectrometry (UPLC-Q-TOF-MS) combined multivariate analysis. Partial least-squares discriminant analysis clearly showed metabolic differences among species. GC-TOF-MS analysis revealed significant differences in amino acids, organic acids, fatty acids, sugars, and phenolic acids among the three blueberry species. UPLC-Q-TOF-MS analysis indicated that anthocyanins were the major metabolites distinguishing <I>V. bracteatum</I> from <I>V. oldhamii</I>. The contents of anthocyanins such as glycosides of cyanidin were high in <I>V. bracteatum</I>, while glycosides of delphinidin, petunidin, and malvidin were high in <I>V. oldhamii</I>. Antioxidant activities assessed using ABTS and DPPH assays showed the greatest activity in <I>V. oldhamii</I> and revealed the highest correlation with total phenolic, total flavonoid, and total anthocyanin contents and their metabolites.</P><P><B>Graphic Abstract</B> <IMG SRC='http://pubs.acs.org/appl/literatum/publisher/achs/journals/content/jafcau/2014/jafcau.2014.62.issue-9/jf405272b/production/images/medium/jf-2013-05272b_0006.gif'></P><P><A href='http://pubs.acs.org/doi/suppl/10.1021/jf405272b'>ACS Electronic Supporting Info</A></P>
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The Native and Nonnative English Speakers' Speech Act Performances : The Role of Social Distance
Euen Hyuk (Sarah) Jung, Sang-hwa Hur 한국영어학학회 2005 영어학연구 Vol.- No.20
The present study aims to examine how a social variable such as social distance (social familiarity) affects the request speech act performances of Korean nonnative speakers of English and those of native English speakers. The study involved 26 Korean nonnative speakers of English and 20 native English speakers, using a Discourse Completion Task (DCT). The data collected through the DCT were analyzed in terms of the participants' use of (a) request head act strategies and (b) internal and external modification strategies. The present findings show that the social distance variable affected the request head act strategies adopted by the native English speakers, but did not influence the use of request head act strategies by the Korean nonnative speakers of English. As to the use of internal and external modification strategies, the Korean nonnative speakers of English and the native English speakers exhibited the following tendencies: (a) both groups used internal modification strategies in a similar manner. That is, they predominantly used syntactic downgraders, but underused lexical/phrasal downgraders in their requests; (b) The groups also showed a similar tendency in terms of their preference for the use of different types of both syntactic and lexical/phrasal downgraders; (c) Unlike their similar use of internal modification strategies, these groups demonstrated a difference in employing external modification strategies. In contrast to the native English speakers who significantly used various external modification strategies to lessen the impact of the request, the Korean nonnative speakers of English failed to use such strategies; and (d) the Korean nonnative English speakers and native English speakers further showed a gap in terms of their preference for using varying kinds of external modification strategies.
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Language Teaching from a Discourse-based Perspective
Euen Hyuk (Sarah) Jung 한국언어학회 2009 언어 Vol.34 No.3
Despite the major shift in the teaching methodology from a grammar-based approach to a communication-based approach over the last several decades, a noncommunicative classroom-learning tendency has still been found to be prevalent until recently. Moreover, recent communicative approaches have suggested that classroom discourse should approximate natural discourse. That is, classroom activities should simulate, as much as possible, the processes of natural communication so that L2 learners can develop communicative competence. This requires a closer examination of natural discourse, and for this purpose, Goffman"s (1976) framework of universal constraints is useful in that it provides crucial tools for gaining important insights into L2 teaching. This paper aims to discuss the importance of both Goffman"s (1976) framework of universal constraints and a discourse-based approach to language teaching The paper further intends to incorporate these perspectives into language teaching activities. First, Goffman"s set of universal constraints is introduced, and natural discourse is compared with classroom discourse. Second, how the current teaching materials present language is discussed. Finally, some language teaching activities are suggested to help L2 learners develop pragmatic awareness and communicative competence.
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Second Language Classroom Discourse: The Roles of Teacher and Learners
Euen Hyuk (Sarah) Jung 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.4
The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).
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