The Correlation between Prosody and Punctuation

( Hwang Yohan ) 한국현대언어학회 2016 언어연구 Vol.32 No.3

The Journal of Studies in Language 32.3, 545-568. Through a comparison between prosodic boundaries and syntactic boundaries realized by punctuation, this paper examines how punctuation affects the information that tone of utterance addresses. In a move away from other meaning and form-oriented studies of punctuation, this paper adopts various approaches of discourse analysis (e.g., Speech Act theory, Stance, Consciousness Status or a combination thereof) in order to identify how a speaker`s focus of concern and stance in actual utterance relates to the absence and presence of punctuation. Based on the dynamic analysis of the correlation between prosody and punctuation, the paper highlights the importance of teaching English punctuation from a prosodic orientation rather than a rule oriented system that many traditional viewpoints have heavily focused on. (University of Georgia)

TechBoox

Yohan Hwang 한국영어교육학회 2022 KATE Forum Vol.46 No.2

Listening to Second Language Voice through Poetry Writing

Hwang, Yohan 미래영어영문학회 2018 영어영문학 Vol.23 No.1

Poetry as a Meaning-making Tool for Second Language Learning : Pedagogical Implication of Pentagon Model of Poetry Writing

Yohan Hwang 한국언어연구학회 2018 언어학연구 Vol.23 No.2

Over several decades, the broad use of literature and arts in language education has led to a renewed interest in the aesthetic, literary, and creative potential of poetry as an ancillary tool for Second Language (L2) learning and development. Based on an in-depth review of why and how researchers and teachers in the field have used poetry in L2 classrooms, this paper highlights the rationale for the implication and adaptation of poetry-based learning for L2 learning and teaching. Specifically, it sheds new light on the holistic aspect of poetry writing that encompasses linguistic, cognitive, and sociocultural aspects of additional language learning. To accomplish this goal, in a move away from the traditional writing pedagogy within East Asian EFL (English as a Foreign Language) contexts where L2 writing instruction largely dwells in the memorization of vocabulary and/or grammatical rules, this paper proposes the model of Pentagon of Poetry Writing that includes five interconnected vertices of writing 1) from motivation, 2) out of experience, 3) as expression, 4) for performance, and 5) through revision process. Through this multidimensional understanding of poetry writing, this paper suggests that L2 learning should be a meaning-making process, engaging learners into the process of creative expression, critical exploration and reflection, sociocultural experiences, connecting them with others, and integrating them into the L2 community.

Poetry as/in Qualitative Research: Adapting Poetic Inquiry on Ethnographical Studies

( Hwang Yohan ) 한국현대영어영문학회 2018 현대영어영문학 Vol.62 No.3

Over several decades, with a growing interest in the potential value of arts and literature among qualitative researchers, poetry that bears both aesthetic and literary nature has been broadly engaged in various research processes in many fields such as anthropology, communication, education, sociology, nursing, psychology, and social work. Through an in-depth review of the key scholars and (poet-) researchers who have used and written about the creation, implementation, and evaluation of poetry as a qualitative research method, this paper provides an explicit discussion of how a qualitative light is refracted through a Prism of Poetic Inquiry into the studies of human experience, emotion, voice and identity as well as how poetic inquiry reflexively spreads out into a process of data collection, analysis, and representation in a qualitative research tradition. Furthermore, this paper highlights the epistemological and phenomenological rays for cultural affordances of poetic inquiry in the work of ethnopoetics as a hybrid research method, which serves as a meeting plaza for poets, ethnographers and anthropologists. (Konyang University)

Poetry in TESOL Teacher Preparation and Practice

Hwang, Yohan(황요한) 국제언어문학회 2017 國際言語文學 Vol.- No.37

최근 들어 제 2외국어 교육은 문법과 시험에 초점을 맞춘 교수법에서 벗어나 사회 문화적 맥락을 보여 줄 수 있는 다양한 문학작품을 이용한 수업이 활발하게 이루어지고 있는 추세이다. 시를 이용한 영어 수업 또한 예외는 아닌데 많은 선행 연구들은 영어 학습자들의 시, 즉 결과물만 분석하는 것에만 집중되어 진행되어 졌다. 그로 인해 영어 수업에 시를 사용하기 원하는 교수자들에게 시를 왜 사용해야 하는지, 어떤 식으로 이용해야 하는지, 어떠한 과정을 통해서 시의 효과를 극대화 시킬 수 있는지에 대한 연구는 부족한 현실이다. 이를 위해 본 연구는 영어를 제2외국어로 배우고 훗날 직접 영어를 가르치게 될 예비 교사들이 시를 기반으로 한 시 수업에서 영어 교수자로서의 정체성이 어떠한 식으로 변화하는지를 조사 하였다. 15명의 외국인 영어 예비 교사들이 15주 동안 시를 쓰는 방법에 대해서 배우고, 직접 쓰고, 워크샵을 통해 수정, 시 최종본 낭송, 시와 영어 교육의 연관성 토론 등 모든 과정을 질적 연구를 기반으로 체계적으로 분석하였는데 그 결과에 따르면 시 기반 학습을 통해 창의적이고, 예측 가능하지 않고, 간결하며, 의사소통에 초점을 둔 언어 교육 교실을 만들 수 있다는 장점이 부각되었다. 이를 바탕으로 본 논문은 학생들에게 단순히 문법적이고 과학적인 언어적 정보를 일방적으로 주는 전달자의 역할이 아니라 창의적이고 양방향 의사소통이 가능한 영어 교실을 만들기 위한 초석을 제시한다. Recently, second language (L2) researchers have shown an increased interest in the use of poetry that can apply to many learning situations (Hanauer, 2010; Zhao, 2015); however, poetry writing is often marginalized in L2 classrooms. This paper documents and showcases the interactions and experiences of fifteen pre-service TESOL (Teaching English to Speakers of Other Languages) educators in a poetry writing course where they actively engaged in studying, writing, critiquing, and revising poetry. The main purpose of the course was to immerse them in poetry-based learning, helping them grow as artists to create more creative and meaningful L2 instruction in their own classrooms. The experience of poetry writing illuminated the possibility of constructing TESOL teachers’ identities through the metaphor of “poet-teachers,” seeing L2 instruction as creative, unscripted, concise, and communicative teaching. Based on this finding, this paper sheds new light on the pedagogical implication of poetry-based learning to see L2 acquisition as both art and science as well as L2 learning as process, product, and performance.

Gaining Metaphorical Insight of Up in Phrasal Verbs

( Hwang Yohan ) 한국현대언어학회 2017 언어연구 Vol.33 No.3

In a move away from the traditional approach of teaching English phrasal verbs, which has put memorization of a definition along with a single-word alternation into a center, the main purpose of this paper is to showcase a cognitive interpretation on the meaning and use of various phrasal verbs based on metaphorical schemata and related semantic images. In order to accomplish this goal, among primary data of 70 phrasal verbs including a particle up, it delves into 37 phrasal verbs that have a metaphorical sense of up. Then, the focus data are thoroughly analyzed in the specific sentences from the COCA corpus by adopting the Rudzka-Ostyn’s (2003) semantic and conceptual analysis of phrasal verbs. The findings show how different semantic images of up are extended from that of an upward motion and how they affect the meaning of the whole phrasal verb construction. Furthermore, this paper suggests the importance of teaching English phrasal verbs based on understanding of various metaphorical senses of a particle along with semantic schemata and conceptual metaphor in certain types of textual contexts, which can challenge EFL learners to go beyond the rote memorization. (Konyang University)

What Is an Artist-Teacher When Teaching Second Languages?

황요한 ( Yohan Hwang ) 현대영미어문학회 2018 현대영미어문학회 추계학술대회 발표논문집 Vol.2018 No.-

과학적 문제해결과정과 컴퓨팅 사고의 관련성 탐색을 통한 컴퓨팅 사고 기반 과학 탐구(CT-SI) 모형의 제안

황요한 ( Yohan Hwang ),문공주 ( Kongju Mun ) 경북대학교 과학교육연구소 2020 科學敎育硏究誌 Vol.44 No.1

컴퓨팅 사고(computational thinking)는 2015 개정 과학교육과정 및 미국의 차세대 과학교육표준(NGSS)에서 새로운 탐구 기능 혹은 역량으로 제시되고 있다. 특히, 2014년부터 교육부가 소프트웨어 교육을 필수화함에 따라 컴퓨팅 사고에 관한 관심은 더욱 커지고 있다. 그러나 과학교육 분야에서 컴퓨팅 사고를 어떻게 접목할 것인가에 대한 논의는 아직 부족한 실정이다. 이에, 본 연구에서는 다양한 관련 분야의 문헌 분석을 통해 컴퓨팅 사고 요소들을 과학 탐구에 접목하는 방안을 마련하고자 하였다. 이를 위해 먼저 컴퓨팅 사고의 요소에 대한 여러 정의를 정리하였고, 이를 활용한 모형을 개발하기 위해 일반 문제해결 과정과 과학적 탐구과정들을 종합적으로 분석하였다. 마지막으로 컴퓨터 과학 분야에서 문제해결에 접목한 사례들과 비교하여 컴퓨팅 사고 기반 과학 탐구(CT-SI) 모형의 요소들을 정리하였다. 정리된 요소들을 이학 전문가들에게 제공하여 각 분야의 연구 과정과 컴퓨팅 사고 요소들을 접목하여 설명하게 한 후, 이를 기반으로 문제발견형 CT-SI 모형과 문제해결형 CT-SI 모형을 개발하였다. 개발된 두 모형은 이학 전문가들에 의해 모형의 단계가 각 분야의 연구에 활용 가능하다고 검토받았으며, ‘문제발견형’은 과학 연구 과정에서 정보를 선별하고 문제를 분석하는 과정과 이론적 연구에서 근거를 기반으로 하는 추론 연구 과정에 적합하다고 응답하였다. ‘문제해결형’은 과학의 일반적인 연구 과정 및 공학설계를 활용한 공학적 문제해결과정에 적합하다고 응답하였다. 또한, 현장 교사 2인에 의해 중고등학교 현장 탐구 수업에 적용 가능함을 확인하였다. 본 연구에서 개발된 모형은 다양한 과학 교과의 탐구 활동과 연계할 수 있으며 이를 통해 2015 개정 교육과정에서 제시하고 있는 ‘자료의 수집, 분석 및 해석’, ‘ 수학적 사고와 컴퓨터 활용’ 역량을 길러줄 수 있을 것이다. The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed ‘Problem-finding’ CT-SI model and ‘Problem solving’ CT-SI model. These two models were reviewed by scientists. ‘Problem-finding’ model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of ‘collecting, analyzing and interpreting data,’ ‘use of mathematical thinking and computer’ suggested in the 2015 revised curriculum.

메타버스(Metaverse)로의 초대, 새로운 교육공간의 필요성과 미래교육에 관한 고찰

황요한 ( Hwang Yohan ) 한국현대언어학회 2021 언어연구 Vol.37 No.3

The main purpose of this paper is to examine the future direction and destination of a metaverse in the online education environment. The term metaverse is a combination of ‘meta’ and ‘universe’ rapidly emerging as a new medium for remote and distance learning in the COVID-19 era. Technically speaking, it refers to a series of techonological breakthroughs that create the shared virtual spaces, as either 3D environments or immersive virtual reality. Based on a review of the exploration stage of what human interaction and exchange may look like in a metaverse, this paper explores the educational potential of a metaverse platform that provides existential encounters and learning immersion. Based on the metaversial exploration and theoretical findings, this paper proposes a blueprint to increase the quality and sense of the reality of distance and online education in the smooth and thoughtful transition to a digital society. (Jeonju University)