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영어 L1과 L2 사용자의 학술 논문에 나타난 상위담화 비교 분석
엄철주(Uhm Chul Joo),김정아(Kim Jeong-A),남혜은(Nam Hyeeun),오유나(Oh Yuna) 담화·인지언어학회 2009 담화와 인지 Vol.16 No.2
The purpose of this study is to shed light on how native English writers (L1) and Korean writers (L2) of applied linguistics develop a relationship with their readers and make a logical process in their English writing. To this end, this study examines a total of 100 discussion sections of applied linguistics based on Hyland's (2004) model: 50 native English writers' and 50 Korean writers' in English. This study draws the frequency of metadiscourse marker use, finds its differences between the two groups and figures out its characteristics. After the analysis of the frequency in metadiscourse marker use, chi-square tests were carried out to reveal if there is any significant difference between the two groups. The analysis revealed that the differences in using interactional resources are more distinguished than that in interactive resources in the two language groups.
국어화법과 담화전략 ; 영어 담화표지 You Know에 대하여
엄철주 ( Chul Joo Uhm ) 한국화법학회 2004 화법연구 Vol.7 No.-
본 논문은 영어 담화표지의 하나인 you know의 의미, 기능, 문법을 다루고 있다. 이는 구어에서 you know가 단순히 의미 없는 군더더기가 아니라, 체계적이고 일관성 있는 의미 및 기능을 가지고 있으며 사용되는 환경 또한 의미론, 통사론적으로 충분히 설명될 수 있음을 보이고 있다. You know는 명제적 의미와는 관련이 없는 정보의 암시적 전달을 위해 주로 사용되고 있어서 Grice의 격률을 위반하고 있지만, 화자가 자신의 발화의 명제적 내용을 청자가 ``공유하는 배경지식``으로 수용하기 바라는 의도를 드러내고 있다. 또한 you know의 사용은 비격식성의 확대를 가져오며 청자에게 보다 많은 힘을 부여하는 기능을 하며 한편으로는 바로 이어지는 발화가 전달하는 내용의 무게를 줄이는 기능을 하고 있다. You know는 나타나는 위치로 볼 때 서술문에서 대부분 쓰임을 볼 수 있고 진술 내용에 있어서 다른 가능성이 상존할 경우에 나타나고 관용적 표현 내에서는 나타나지 않음을 볼 수 있다.
한국인 영어 사용자의 전공 영역별 학문적 글쓰기의 특성 연구
엄철주(Uhm, Chul-Joo),문서은(Moon, Seo-Eun),이승희(Lee, Seung-Hee),오경옥(Oh, Kyung-Ok) 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.3
This paper aims to present the use of code glosses in Korean English users' (KEU) academic writing, First, using Hyland's(2007) model, we examine the frequency and type of code glosses (reformulation and exemplification markers) in six distinct fields of KEU's academic writing. Second, we compare this data with Hyland's native English speaker data. Analyzing humanities and science writings, this paper reveals that both areas use more reformulation markers than exemplification markers, and specifically, humanities departments use much more code glosses than science departments. When Korean academic writing is compared with research done on native English speakers,' we can see that the latter use a relatively balanced mixture of code glosses with a greater variety of markers than the former dose. Although each academic discipline has different communicative requirements, Korean English users need to balance their use of markers and use a more diverse range of code glosses. This study suggests that the different use and frequency of code glosses can help academic writers write about their fields more efficiently and effectively.
The Effectiveness of Staged Translation in Young EFL Learners` Vocabulary Learning
엄철주 ( Chul Joo Uhm ),( Ah Young Son ) 대한언어학회 2015 언어학 Vol.23 No.4
This article examined the effects of staged translation on EFL vocabulary learning for young learners. To carry out the study, 112 sixth graders of Korean elementary school with equivalent English proficiency were randomly divided into two groups, a meaning-focused instruction (MFI) group and a staged translation (ST) group. During three teaching sessions, the ST group performed step by step translation tasks, whereas the MFI group received meaning-centered tasks. Two post examinations, a month apart, were administered to test active and passive vocabulary knowledge. The final analysis revealed the ST group performed significantly better on active and passive recall of vocabulary than the MFI group. Although more effort is required to learn lexical bundles, staged translation may attract young learners`` attention to meaning and form of vocabulary and lead to learning.
대학 온라인 교양영어에서 교수자와 학습자의 상호작용, 자기주도학습력, 과제가치 및 수업몰입의 구조적 관계
정소영 ( Jeong Soyoung ),엄철주 ( Uhm Chuljoo ) 대한언어학회 2021 언어학 Vol.29 No.3
The purpose of this study was to identify the structural relationships and the mediating effects among instructor-learner interaction, self-directed learning ability, and task value influencing learning flow in online college English courses. For this purpose, a web survey was administered to 252 university students who attended classes in the spring semester of 2020. The data was analyzed using structural equation modeling, and the mediating effect was verified by the Sobel test. The major findings are as follows. First, the structural relationship among the variables was established except for self-directed learning ability. Second, self-directed learning ability and task value had positive effects on the learning flow. Third, instructor-learner interaction had a significant effect on the learning flow by mediating learners' task value. In conclusion, in order to encourage university students to be engaged in the class, it is necessary to prepare teaching and learning methods to improve self-directed learning ability and the perception of task value based on interaction with learners.