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RISS 인기검색어
- 검색키워드
- 저자 : Hikyoung Lee (검색결과 21 건)
- 무료
- 기관 내 무료
- 유료
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Defining the Nature of Online Chat in Relation to Speech and Writing
Hikyoung Lee 한국영어어문교육학회 2006 영어어문교육 Vol.12 No.2
Style is considered a pivotal construct in sociolinguistic variation studies. While previous studies have examined style in traditional forms of language such as speech, very little research has examined new and emerging styles such as computer-mediated discourse. Thus, the present study attempts to investigate style in the online communication mode of chat. In so doing, the study compares text-based online chat with speech and writing. Online chat has been previously described as a hybrid form of language that is close to speech. Here, the exact nature of online chat is elucidated by focusing on contraction use. Differential acquisition of stylistic variation is also examined according to English learning background. The empirical component consists of data from Korean speakers of English. Data is taken from a written summary, an oral interview, and a text-based online chat session. A multivariate analysis was conducted. Results indicate that online chat is indeed a hybrid form that is difficult to delineate from speech and writing. Text-based online chat shows a somewhat similar rate of contraction to speech, which confirms its hybridity.. Lastly, some implications of the study are given in terms of the learning and acquisition of style in general and in online contextual modes.
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Acquisition of a Stylistic Norm in English
Hikyoung Lee 한국영어학학회 2010 영어학연구 Vol.16 No.1
This study examined Korean and Japanese English as a Foreign Language (EFL) learners' acquisition and use of contractions across different communication modes. Contractions are considered a salient indicator of stylistic variation which is not readily acquired through formal instruction. In this light, the present study employed quantitative analysis to examine the use and nonuse of contractions in relation to expressing formality and situational appropriateness. Participants were university-level Korean and Japanese adult EFL learners. The variables examined for effects on contraction use were ethnicity (Korean vs. Japanese) and communication mode (speaking vs. writing styles). Findings indicate that the norms of contraction use as an indicator of formality have been relatively accurately acquired and appropriately used by the learners. Korean and Japanese speakers also show similar tendencies which indirectly implies that the acquisition of contraction may develop in similar ways due to the similarities in English learning contexts. Lastly, implications regarding contraction instruction and acquiring near-native competence in terms of style are discussed.
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Sociocultural Appropriateness in Korean Middle School English Textbooks
Hikyoung Lee,Kwang-Chul Park 한국영어학학회 2008 영어학연구 Vol.- No.26
The notion of communicative competence has been reinterpreted since its inception and related teaching methodology has been accordingly developed. However, the ways it has been manifested through the language input available in an EFL context has not been thoroughly investigated. In this light, the present study attempts to evaluate the representation of communicatively competent language use, with special reference to sociocultural aspects, in officially sanctioned textbooks for the middle school level in the EFL context of Korea. Listening scripts ― the main source of spoken language in textbooks provide quasi-authentic dialogues which are examined for sociocultural appropriateness. An evaluation, based on a specially designed taxonomy, shows that sociocultural appropriateness is not well-presented and that errors are due to an array of factors including but not limited to textbook writers’ lack of native L2 intuition and LI(culture) transfer. While several aspects that impede textbook writing are attributable to constraints such as time and vocabulary limits this cannot justify sociocultural inappropriateness. The present study, thus, calls for more sociocultural considerations especially when writing textbooks which are a vehicle in conveying native speaker norms to learners in an EFL setting.
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Fostering Autonomy in EFL Cross-Cultural Distance Learning
( Hikyoung Lee ) 범태평양 응용언어학회 2008 범태평양응용언어학회지 Vol.12 No.1
The Korea-Waseda Cross-Cultural Distance Learning Project (KWCCDLP) is an endeavor to promote awareness of linguistic and cultural differences of speakers from different backgrounds through the medium of English. The project fully utilizes a student-centered approach to learning where learners are the agents. This project aimed at university level students is unique in its promotion of autonomy both in and outside of the classroom. Here, a case study of a joint course between a Korean and Japanese university is presented as a model for autonomous long-distance learning. The various activities that comprise the course are presented and how they instill responsibility in learners is discussed. Relevant examples show that activities catering to the learner’s interests are effective in lowering anxiety and enabling learners to focus on meaningful interaction instead of grammatical accuracy. In addition, the activities show that autonomy is achieved through collaboration and scaffolding provided by peers. Once the course is over, students maintain and retain relationships with each other which results in continuous, meaningful interaction in naturalistic (as opposed to the formal learning context of the course) contexts.
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Variable Speech Styles in the Production of English Flapping
Lee, Hikyoung 한국영어교육학회 2004 ENGLISH TEACHING(영어교육) Vol.59 No.1
The present study examines stylistic variation in the feature of word medial /t/ flapping. Flapping is a pervasive feature of North American English and subject to variation according to formality. The subjects in the study are native and non-native English speaking Korean Americans. Speech was elicited through interviews and formal speech elicitation tasks. Flapping is examined in relation to style, age of arrival in the US, sex, and age. The results from the analyses on flapping as well as an examination of the interaction of sociolinguistic variables are presented. In general, results indicate that age of arrival was the most salient social factor with speakers who arrived relatively early showing a higher rate of flapping. Speakers also showed a steady increase of flapping according to a decrease in formality. These results indicate that early exposure and awareness affect use. Stylistic variation in flapping is not explicitly taught to either native or non-native English speakers. Thus, in the absence of sufficient exposure to English, EFL learners can only acquire appropriate usage norms through instruction.
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