한국어 학습자의 스스로 고쳐 말하기 연구

김상수 동남어문학회 2009 동남어문논집 Vol.1 No.28

The purpose of this study is to analyze the self-repairs in the spoken performance of Korean learners. Self-repairs mean self recognition the difference between contents and expression of discourse and repairing it. This study analysed spoken performance of 10 Chinese Korean learners, it was observed that covert self-repairs, overt self-repairs. The types of self-repairs are classified into overt repairs which repair the errors of external discourse and covert repairs recognised internal errors. Overt repairs are used for obvious communication by means of emphasis or supple mentation of preceding discourse with substitution and repetition repairs. Covert repairs take a role making normal progress of planning and remembering discourse by means of hesitates and simple repetition. The result were as follows: Korean language learners showed significantly higher frequencies of covert self-repairs than overt self-repairs. These results are discussed in terms of covert self-repairs that claim disfluencies are the by-products of covert self-repair processes.

L2 Learners’ Self-Repair Techniques in the Same Turn

노숙원 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.1

This paper examines self-repair techniques practiced by Korean L2 learners in talk-in interactions. It is generally known that L2 learners tend to repair what is produced in the same turn due to their insufficient linguistic ability in SLA. However, the turn in which self-repair is practiced by L2 learners is embedded in an interactional sequence and the procedure of practicing self-repair has not yet been fully understood. In order to investigate how self-repair is conducted by L2 speakers, the talk-in interaction produced by Korean learners of English have been analyzed by employing Schegloff’s ten techniques of self-repair (2013). Korean L2 learners have been analyzed to produce their turns in ‘stop-and-go’ pattern, tend to use two techniques most among ten, and practice self-repair to fix and complete the turn. In addition, specific practices of self-repair techniques, such as mixture of technique uses, code-switching, and overlooking troubles at the turn, have been revealed to be working with both linguistic and interactional resources within the conversation using target language. These findings indicate that self-repair practices can be employed as a useful resource in interaction to enhance L2 use.

L2 Learners’ Self-Repair Techniques in the Same Turn

Sukwon Noh 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.1

This paper examines self-repair techniques practiced by Korean L2 learners in talk-in interactions. It is generally known that L2 learners tend to repair what is produced in the same turn due to their insufficient linguistic ability in SLA. However, the turn in which self-repair is practiced by L2 learners is embedded in an interactional sequence and the procedure of practicing self-repair has not yet been fully understood. In order to investigate how self-repair is conducted by L2 speakers, the talk-in interaction produced by Korean learners of English have been analyzed by employing Schegloff’s ten techniques of self-repair (2013). Korean L2 learners have been analyzed to produce their turns in ‘stop-and-go’ pattern, tend to use two techniques most among ten, and practice self-repair to fix and complete the turn. In addition, specific practices of self-repair techniques, such as mixture of technique uses, code-switching, and overlooking troubles at the turn, have been revealed to be working with both linguistic and interactional resources within the conversation using target language. These findings indicate that self-repair practices can be employed as a useful resource in interaction to enhance L2 use.

Preparation and properties of self‑healing polyurethane based on disulfide and hydrogen bonding

Shouxiang Liu,Yu Chen,Yang Qiao,Zhiqiang Li,Yanyan Wei 한국탄소학회 2023 Carbon Letters Vol.33 No.1

Cracks are an inevitable problem during the use of materials, and flexible sensors with self-healing capability are of great importance for applications in wearable devices and skin-like electronic devices. This paper prepared self-healing flexible strain sensors by compounding self-healing polyurethane with carbon nanotubes. First, by changing the ratio of disulfide bonds, a good balance between mechanical properties and self-healing efficiency was achieved in the prepared self-healing polyurethane. The most balanced sample reached 12.28 MPa in tensile strength, after 24 h of self-repair at 30 °C, the tensile strength was 7.75 MPa, and the self-repair efficiency was 63.11%; after 24 h of self-repair at 80 °C, the tensile strength was 11.64 MPa, and the self-repair efficiency reached 94.79%. Then the sensors prepared by compounding with carbon nanotubes showed a good electrochemical response, and both slow and fast repeated bending of the finger wearing the sensors yielded significantly different electrical signal changes, and the sensors were cut off and still had the same function after self-repair at 30 °C, demonstrating their excellent potential for applications in soft robots, wearable devices, etc.

A Study of Repair Sequences in Pre-Service EFL Teachers’ Mock-Teaching

Jina Lee(이진아) 한국외국어대학교 영미연구소 2018 영미연구 Vol.43 No.-

예비영어교사의 언어는 아직까지 SLA분야에서는 많이 다루어지지 않은 주제로서, 본 연구에서는 예비교사의 언어사용, 특히 교실대화에서 흔히 관찰되는 ‘수정 시퀀스(repair sequence)’라는 주제를 Vygotsky의 언어와 인지라는 관점의 연계를 통 하여 대화분석을 이용하여 실제로 수업시연에서 어떠한 구조로 발생되며 어떠한 기능을 가지고 있는지가 분석되었다. 데이터로는 세 명의 예비교사의 각각 15분짜리 수업시연을 바탕으로 미시적으로 분석되었다. 수정 시퀀스 분석 결과 (1) IRF를 동반한 문맥에서 교사(타인)가 시작한 학생의 자기 수정(other-initiated self-repair[OSR]); (2) 반복을 동반한 교사(자신)가 시작한 교사의 자기수정 (self-initiated self-repair with repetition[SSR]), 그리고 (3) 반복을 동반하지 않은 교 사가 시작한 교사의 자기수정(SSR without repetition) 등이 관찰되었다. 이러한 교사의 수정 시퀀스의 인지적 기능으로는 Vygotsky의 자기모니터링(selfmonitoring) 그리고 자기통제(self-regulation)의 개념들이 적용될 수 있는데, 이는 수정시퀀스를 인지과정과 연관하여 설명한 Levelt(1983)의 연구와도 유사한 결론을 보인다. 또한 부가적인 연구문제로 교사의 자기수정 경향성과 수업시연 숙달도(proficiency)와의 연관성 역시 관찰되었는데, 실제로 이는 후속연구로 더 많 은 데이터를 바탕으로 하는 보편적인 일반화가 요구되는 문제이다. Adopting a Vygotskian view of language and cognition, this study raises the following issues: how is the repair mechanism constructed in pre-service English teacher interactions; what are the cognitive functions of the repair sequences; and lastly, is there any correlation between the use of pre-service teachers’ self-repair and their mock-teaching proficiency. Three sets of fifteen-minute video recorded mock-teaching data were transcribed and sorted by the types of repair. We found that the recurrent types of repair in mock-teaching data were other-initiated self-repair(OSR: teacher-initiated student-repair), self-initiated self-repair with repetition (SSR:teacher-initiated teacher-repair), and SSR without repetition (teacher-initiated teacher-repair). More interestingly it seemed that there is a correlation between the proficiency of mock-teaching and occurrence of SSR. Considering the unique features of mock-teaching, it was concluded that the utmost crucial function of repair found in the data was cognitive function, i.e., self-regulation and self-monitoring effects.

Enhancing Explicitness Through Self-Repair Practices in English as a Lingua Franca (ELF) Communication

Kanghee Lee 한국응용언어학회 2020 응용 언어학 Vol.36 No.4

In intercultural communication, ELF (English as a lingua franca) speakers aim to be a more explicit and clear way to achieve shared understanding. Repair is a means of achieving clarity and mutual understanding in communication. This article will examine how self-initiated self-repair operates in ELF communication with a focus on self-repair for meaning with lexical modification. The data are based on naturally occurring ELF interactions among international students in a UK university and are analysed using the Conversational Analysis (CA) approach. The findings show that the ELF speakers in the data adeptly employed self-repair strategies and specifically showed frequent use of specification, synonyms, lexical insertion, and topic negotiation within the concept of self-repair. The speakers confirm what they have said by repeating the utterance with some lexical modification or replacement, and this dynamic of self-repair makes the meaning more explicit for the interlocutors. One prominent feature of self-repair shown in the data is that the ELF speakers employ self-repair practices with the ongoing goal pre-empting potential ambiguity without the interlocutor showing signs of misunderstanding. The use of pre-empting strategies for proactive self-repair can help speakers achieve more effective and successful communication in situations involving intercultural communication.

제2언어 한국어 화자의 발제 담화에 나타난자기수정 연구

박선희 한국언어과학회 2013 언어과학 Vol.20 No.4

This study aims at exploring self-repairs and retrospective self-repairs of L2 Korean speakers. 10 of L2 Korean speakers performed two types of tasks which were an academic presentation and a retrospective interview on their presentation. Self repairs of L2 Korean speakers were compared with those of another 10 Koran native speakers. The current study sub-categorized self-repairs into simple repair, error repair, and checking up. Retrospective self-repairs were sub-categorized into repair on discourse structure, information repair, appropriacy repair, error repair, rephrasing, and repair on checking up. We examined whether two groups of participants had used the self-repairs in a different manners and strategies. We have found that the types and frequencies of the self-repairs showed a similar pattern among both groups; however the examples of self repairs of L2 speakers often failed to accomplish their initial intention of self-repair and resulted in another type of errors.

순차통역에서 나타나는 자기발화수정 양상 연구 : 학부생의 한ㆍ독 순차통역을 중심으로

국지연 한국외국어대학교 통번역연구소 2016 통번역학연구 Vol.20 No.4

This case study conducts an analysis on the types of self-initiated self-repairs in consecutive interpreting into German by students who speak Korean as their mother tongue. The analysis introduces the attributes of CI and presents an overview of existing studies on self-repair in L1- and L2-research as well as in the field of translation. A corpus comprised of interpretations (Korean to German) delivered by eight students was recorded at Hankuk University of Foreign Studies to be examined for occurrences of self-repair, among which a total of 343 cases of repair were analyzed in depth. The findings of the current study forms the basis for sub-categorizing self-repairs into overt repairs and covert repairs. The overt repairs were broken down into supplementing and replacement, and the covert repairs into pauses, repetitions and elongations. In addition to the categorization of self-initiated self-repairs, the study demonstrates that the frequency of covert repairs was six times higher than that of overt repairs, implying that priority was given to accuracy over fluency. The research results can be used to assist the students in using self-repairs as a strategy to increase fluency.

일본인 한국어학습자의 자기발화수정에 관한 일고찰

김평강 ( Kim¸ Pyung-gang ) 한국외국어대학교 일본연구소 2020 日本硏究 Vol.0 No.86

本稿は日本人韓国語学習者の韓国語の対話に現れる自己発話修正を分析して、日本人韓国語学習者の独話と韓国人日本語学習者のそれと比較したものである。 考察の結果、日本人韓国語学習者、韓国人日本語学習者共に[外的修正]を[内的修正]より多用し、情意フィルタが高くなるほど自己発話修正の使用数も増加した。日本人韓国語学習者は心理的·認知的負担の低い時、[外的修正]で内容語代替、挿入反復のような戦略を駆使する傾向があり、情意フィルタが高くなるにつれて内容語代替戦略への依存性が大きくなった。そして[内的修正]の場合、情意フィルタが低い場合は部分反復を、高い場合は全体反復を多く使用することが分かった。 母語に差による自己発話修正の戦略にも違いがあり、[外的修正]の場合、韓国人日本語学習者は挿入反復、再構成反復、内容語代替の順に多用し、情意フィルタが高くなるにつれて挿入反復の数は多くなるが、再構成反復の数は少なくなる等、日本人韓国語学習者のそれと比較して相違点が存在した。そして[内的修正]にも差があって、韓国人日本語学習者は情意フィルタが低い場合は全体反復を、高くなる場合は部分反復を多く使用し、日本人韓国語学習者のそれと相反した結果が現れた。 This paper analyzes the self-initiated self-repair that appear in the Korean dialogue of Japanese Korean learners and compares them with those of Japanese Korean learners and Korean learners of Japanese. As a result of consideration, both Japanese learners of Korean and Korean learners of Japanese used [overt repairs] more than [covert repairs], and the higher the emotion filter, the more the number of self-initiated self-repair used. Japanese learners of Korean tend to use strategies such as content word substitution and insertion repetition with [overt repairs] when the psychological and cognitive burden is low, and as the emotion filter becomes higher, the content word substitution strategy Increased dependence on. And in the case of [covert repairs], it was found that when the affection filter was low, partial iterations were used, and when it was high, total iterations were used. There is also a difference in the strategy of self-initiated self-repair due to the difference in the mother tongue, and in the case of [overt repairs], Korean learners of Japanese use more in the order of insertion repetition, reconstruction repetition, and content word substitution, and the emotion filter becomes higher. As the number of insert iterations increased, the number of reconstruction iterations decreased, and there were differences compared to those of Japanese learners of Korean. There is also a difference in [covert repairs], and Korean learners of Japanese use total iterations when the affection filter is low, and partial iterations when the filter is high, which is contrary to that of Japanese learners of Korean. The result appeared.

자기발화수정의 언어적 유형 연구

이현주 우리어문학회 2009 우리어문연구 Vol.33 No.-

자기발화수정은 화자가 자신의 발화를 점검하여 전달하고자 하는 내용과 실제적인 발화의 산출 간에 나타나는 차이를 인식하고, 문맥에 적절하게 수정하는 행위를 말한다. 이 행위는 상위인지 능력에 의한 메타커뮤니케이션의 대표적인 기능으로 언어적인 전략이라고 할 수 있다. 이와 관련하여 국외의 언어병리학 분야와 아동특수교육 분야에서는 언어 능력 발달과 자기 점검 능력 간에 유의미한 상관성을 기반으로 활발한 연구를 진행하고 있다. 이에 반해 국내의 국어학 분야에서는 주목을 받지 못하였다. 이에 본고에서는 실증적인 방법을 통해 화자가 자신의 발화를 점검하고, 스스로 수정하는 양상을 관찰하여 언어적 유형을 분류하는 데 목적을 두었다. 자기발화수정의 언어적 유형은 크게 화자의 발화에 의해 겉으로 드러난 오류를 수정하는 ‘외적 수정’과 오류의 형태가 겉으로 드러나지는 않으나, 화자가 내면에서 오류를 감지하여 수정하는 과정이 언어적인 단서로 드러나는 ‘내적 수정’으로 구분된다. 외적 수정은 ‘수정 반복’과 ‘대체’를 통해 주로 선행 발화를 강조하거나 보완하여 발화의 내용 및 의도를 청자에게 명시적으로 전달하는 데 사용되었다. 내적 수정은 ‘편집 용어’나 ‘단순 반복’의 언어적인 형태를 통해 화자가 계획한 발화 내용이 떠오르지 않아 기억하는 과정에서 시간을 벌거나 목표한 발화 내용을 계획하는 과정에서 사용되어 발화의 흐름을 정상적으로 진행시키는 역할을 하였다. 이들은 발화 흐름의 결속력을 강화시켜 발화를 효율적으로 전달하는 기능을 한다. 따라서 자기발화수정을 적절히 사용할 수 있는 능력의 유무는 유창한 말하기 능력과 직접적으로 연결될 수 있다. The aim of this paper is to classify the self check & repairs of his discourse by empirical observation. Self-repairs mean self recognition the difference between contents and expression of his discourse and repairing it. This is the metacommunication strategy by meta-cogni tion. The types of self-repairs is classified into overt repairs which repairs the errors of external discourse and covert repairs recognised internal errors which disclosed by linguistic clue. Overt repairs are used for obvious communication by means of emphasis or supple -mentation of preceding discourse with ‘substitution' and ‘repetition repairs'. On the other hand, covert repairs take a role making normal progress in the process of planing and remembering his discourse by means of ‘editing terms' or ‘simple repetition'.