Roles of Context in Foreign Language Education

Sujung Woo 한국언어연구학회 2009 언어학연구 Vol.14 No.1

Lexical Bundles in the Spoken Discourse of Native and Nonnative Speakers of English

Sujung Woo 한국언어연구학회 2019 언어학연구 Vol.24 No.3

The present study explores the lexical bundles in the spoken discourse of native and Korean learners of English to examine how they are similar and different in structural and functional distribution. The results show that only a few lexical bundles are in common between the two groups, and the frequency distribution of the common bundles is significantly different. Moreover, it is found that there are three major characteristics in the use of lexical bundles in the Korean learners’ spoken discourse. First of all, the Korean learners tend to overuse certain bundles such as I think it is, I agree with the, and bundles with particular connectors such as and, and so. Second, they rely heavily on a small set of lexical bundles which indicates that they possess limited repertoire of lexical bundles. Lastly, the Korean learners’ lexical bundles are more formal than those in the native speakers’ spoken discourse. It is attributed to exposure of formal expressions through textbooks rather than colloquial expressions. The results of the present study also support the idea that the lexical bundles should be underlined in the second and foreign language education.

A Corpus-based Analysis of Discourse Function of So in the Spoken Monologue of EFL Learners

Sujung Woo 한국언어연구학회 2018 언어학연구 Vol.23 No.3

The present study attempts to reveal how computerized corpus-based contrastive analysis using learner corpora may shed light on a better understanding of the nature and scope of the Korean EFL learners’ use of so in English spoken monologue. So in the study is multifunctional not only in the spoken monologue of the NS but also in the Korean EFL learners’ monologue. There are four functions of so that have all three groups, NS, intermediate learners, and beginner learners, have in common. First they all use so as a resultative marker indicating a cause-result relationship. Second, so as an elaboration marker marks an utterance that says more about the prior utterance. The third function of so found in all three groups is serving as a boundary marker. It marks the opening and the end of the monologue. An additional function of so as a boundary marker in the study is to signpost the main idea of the speech. Another function of so found in all three groups is marking continuation of speech. This kind of so does not signal any particular relations between the utterances but just add one idea to another to continue the speech. Indicating hesitation is the last function of so found in the study. This function is found only in the Korean EFL learners’ spoken monologue. According to the result of the comparison between the English connective so and the Korean connective kulenikka, there is reasonable possibility that the hesitation function of kulenikka might have transferred while the learners are producing the speech.

Functions of And in EFL Learners' Spoken Discourse

Sujung Woo 한국언어연구학회 2015 언어학연구 Vol.20 No.3

This paper examines a coordinate conjunction and in EFL learners' unplanned spoken discourse to look at how the learners use and in the spoken discourse. According to Biber et al., (1999), and is the most common coordinator in all the register. And it has been argued that and has multifunctions (Schiffrin, 1986; Celce-Murcia & Larsen-Freeman, 1999). And found in the EFL learners spoken discourse of the present study is also multifunctional. First of all, and is used to link between clauses to simply add a text to another in a discourse. Secondly, and is used to mark ‘internal sequence’ (Halliday & Hasan, 1976) in that it indicates ‘next in a series (of things to be said). In other words, it denotes the next thing I want to say (know) is. Third, and is used as a boundary marker in that it signposts the beginning and the ending of a new (or sub-) topic. Lastly, and occurs with hesitation markers frequently indicating the speaker has more to say but cannot come up with what to say next immediately.

Error Correction in Pedagogical Context

Sujung Woo 한국언어연구학회 2012 언어학연구 Vol.17 No.1

AND IN THE SPOKEN DISCOURSE OF EFL LEARNERS

Sujung Woo(우수정) 미래영어영문학회 2016 미래영어영문학회 학술대회 자료집 Vol.2016 No.12

영어학습자의 텍스트에 나타난 언어자원 사용에 대한 연구

우수정 ( Woo Sujung ) 한국현대언어학회 2021 언어연구 Vol.36 No.4

The study examines the linguistic resources used in the self-introduction produced by English learners at university level. According to Systemic Functional Linguistics (SFL), language is functional. Whether the learners are novices or proficient users, employ language as linguistic resources to make meanings. Moreover, social and cultural contexts play important roles when making choices among those linguistic resources. The study aims to determine what linguistic choices the English language learners make in order to make meanings in their writing. Following the SFL theoretical framework, the study looks at the English linguistic resources in terms of three metafunctions. For the ideational metafunction, the content words, prepositional phrases, and adverbial clauses are examined to see what the learners try to convey through the texts. For the interpersonal metafunction, verbial phrases are looked at to understand how the learners form the relationship with the reader through their linguistic choices. Furthermore, the thematic development of the texts is examined to see how the learners develop their introduction to perform the textual metafunction. The results of the study reveal that the English learners demonstrate a certain degree of limitations in utilizing the linguistic resources in terms of all three metafunctions. (Konyang University)

Error Correction Techniques: Conversation-Analytic Perspective

우수정 ( Sujung Woo ) 대한영어영문학회 2012 영어영문학연구 Vol.38 No.2

This study is to examine the actions in the correction relevant turns using Conversation Analysis (CA) framework. I focus on describing a variety of aspects of correction-in-interaction captured in transcripts of recordings of naturally occurring interaction during the phone interviews in the pedagogical context. Also, this paper aims to shed light on the factors affecting the effectiveness of the various types of the error correction techniques. By using CA methodology, it is possible to look at “finely grained architectural details” (Hall, 2007) of interaction in the activity of correction. The three actions that are observed in the correction relevant turns are (1) locating errors (2) doing of correcting, and (3) repeating the target sentence. And the first two actions are examined for the purpose of this study. All the actions are performed either interactionally-salient or interactionally-not-salient1 ways. While phonological emphasis and specific instructions are given to make the activity of correction salient to the caller, simple repetition the correct form of the answer is not salient enough for the caller to understand what the teachers are trying to do at turn-at-talk. This study does not try to demonstrate how language is operationalized in human’s brain as in SLA but illustrates what it does how it is performed in talk-in-interaction from the CA perspective. (Konyang University)

부모의 바람직하지 않은 양육행동과 아동의 친구관계 및 자기조절학습능력이 아동의 자아존중감에 미치는 영향

우수정(Woo, Sujung) 한국생활과학회 2014 한국생활과학회지 Vol.23 No.5

The purpose of this study was to examine the effects of undesirable parenting behavior, childrens peer relationship and self-regulated learning on childrens self-esteem. Using the data from Korean Children and Youth Panel Survey, this study was conducted with Structural Equation Modeling(SEM). The results of this study were as follows. First, parents undesirable parenting behavior influenced directly on childrens self-esteem, and peer relationship. Second, childrens peer relationship influenced directly on self-regulated learning, and self-esteem. Third, childrens self-regulated learning influenced directly on self-esteem. Fourth, parents undesirable parenting behavior did not influenced directly on childrens self-regulated learning. But childrens peer relationship and self-regulated learning had mediating effects on the relationship between undesirable parenting behavior and children’s self-esteem.

NGIS 시스템에서의 20Mbps 급의 고화질 멀티미디어 및 MPEG-4 ISMA 서비스 서버 개발

문수정(Sujung Mun),김학영(Hakyoung Kim),우영춘(YoungChun Woo) 한국통신학회 2004 한국통신학회 학술대회 및 강연회 Vol.2004 No.12