Portrayals of Gender Roles in Everybody Loves Raymond

Sunmee Chang(장선미) 한국사회언어학회 2019 사회언어학 Vol.27 No.3

This study overviews how gender roles are portrayed in American sitcoms with Everybody Loves Raymond as the primary example. This show explicitly demonstrates how the views of society concerning acceptable behavioral characteristics of both men and women have changed. It also illustrates how redefined aspects of gender roles are combined together with aspects of enduring traditional roles via the dynamics of Barone family. With consideration of content and context, discourse/text analysis for selected episodes is conducted to disclose how these aspects (old and new) juxtapose each other. The manner of communication among characters and the storylines are also investigated to profile genders and their subsequent relationships.

The Study of Repetition in an English Immersion Camp Classroom

Sunmee Chang 한국사회언어학회 2017 사회언어학 Vol.25 No.1

Chang, Sunmee. 2017. “The Study of Repetition in an English Immersion Camp Classroom”. The Sociolinguistic Journal of Korea 25(1). 193~212. This study was conducted in a classroom of an English immersion camp for elementary school students. It investigated what patterns and functions of repetition were found and how they were interpreted in terms of facilitating foreign language learning during the interaction between a teacher and students. Data was analyzed according to an analytical framework inspired by many previous research studies. The results showed that most of the repetitions were done by the teacher and that they showed various features with impressive functions. Even though the number of students’ repetitions were not as many as that of the teacher s , their functions were not insignificant at all. This study gives us a chance to look at interactive features of repetition, apart from their behaviorist nature.

The Process of Curriculum Renewal of an Intensive English Program

Kim, Gina,Chang, Sunmee The English Teachers Association in Korea 2010 영어어문교육 Vol.16 No.3

The purpose of this paper is to report the process of curriculum renewal of an intensive English program with focus on the perceptions of the people involved. The researcher tries to describe the five years of curriculum change. The data collected through surveys, interviews, and observations were analyzed. The findings show that throughout the years, the students that participated in the program perceived that their English skills have improved. The teachers also thought that the student's overall English skills improved. The satisfaction on the chosen textbooks was higher in the student group than the teacher group. The main goal and objectives of the intensive English program in the study changed in the process of curriculum renewal. The program that launched in order to enhance students' conversational skills in 2004 started to include TOEIC instruction in late 2005 due to students' needs. The students were content with the fact that there were many teachers in the program whereas teachers had neutral opinion. The present study aims to suggest the importance of curriculum renewal through program evaluation which can be applied to similar language programs for the continuity and longevity of the programs.

Classroom Factors Considered for Second Language Acquisition

Sunmee Chang(Sunmee Chang),Claudia Yun(Claudia Yun) 호서대학교 인문사회과학연구소 2022 AI와 인간사회 Vol.3 No.2

본 연구는 교실이라는 특정한 장소에 제2 언어 습득에 결정적인 영향을 주는 요인들이 있음을 주목하였다. 학습자들의 사회적 정체성과 사회경제적 지위, 사회환경에 의해 영향을 받는 교수방식과 학습방식, 특정한 주제에 대해 학습자가 가지고 있는 사전지식 등은 학습자들이 교실수업에 참여하면서 그들과 함께 동시에 교실에 존재하게 되는 요인들인데 이러한 것들이 교수자와 학습자 간, 또는 학습자와 학습자 간의 상호작용에서 서로에게 영향을 끼치게 된다. 또 한가지 주목한 것은 교수자의 언어습득에 관한 개인적인 지식과 신념에 관한 것인데, 이 것들이 교실안에서 어떻게 작용하면서 학습자들의 제2언어 습득에 기여를 하는가를 살펴보았다. 언어를 배우는 교실은 다른 교실과는 달리 교수자와 학습자가 대화를 주고받으며 활발히 참여하여 목표언어 학습을 이루는 매우 역동적인 곳이다. 결론적으로, 교실은 교수자가 주도해서 수업을 하는 곳이라는 전통적인 틀을 깨고 학습자가 중심이 되어 자발적 수업을 하는 곳이어야 하고, 그래서 교수자는 학습자들을 가르친다기 보다는 돕는 역할을 해야 한다는 것이다.

Characteristics of Two Japanese L2 Learners’ Interaction in an IEP Classroom

Sunmee Chang 한국응용언어학회 2007 응용 언어학 Vol.23 No.2

This study analysed and investigated the data collected over a seven-week period in the classroom of an adult IEP (Intensive English Program) at an American university with one male teacher and eight students from four different countries (Korea, Japan, Columbia, and Brazil), using microethnographic methods such as observation, video- and audio-taping, field notes, and interviews. These data were analysed by using the frameworks developed and adopted from two existing studies investigating verbal interaction among participants during classroom activities. With the frameworks that have been developed based on Nassaji and Wells’ study (2000) and Patthey-Chavez’s study (2002), This research tried to document students’ talk and look at how teacher facilitated their participation, trying to measure the content of talk. Especially, it documented the quality of two Japanese students’ utterances in terms of lexical density and mean length of words, looking at how they differed according to categories and individuals. And their utterances were compared with other participants as well. The analysis reached a couple of conclusions, such as teacher’s follow-ups are critical in facilitating students’ classroom participations and their participations depend on the types of teacher’s utterances. And two focal Japanese students’ showed taciturn tendencies but their quality of talk was much better than other participants

Characteristics of Two Japanese L2 Learners’ Interaction in an IEP Classroom

Chang, Sunmee 한국응용언어학회 2007 응용 언어학 Vol.23 No.2

This study analysed and investigated the data collected over a seven-week period in the classroom of an adult IEP (Intensive English Program) at an American university with one male teacher and eight students from four different countries (Korea, Japan, Columbia, and Brazil), using microethnographic methods such as observation, video- and audio-taping, field notes, and interviews. These data were analysed by using the frameworks developed and adopted from two existing studies investigating verbal interaction among participants during classroom activities. With the frameworks that have been developed based on Nassaji and Wells’ study (2000) and Patthey-Chavez’s study (2002), This research tried to document students’ talk and look at how teacher facilitated their participation, trying to measure the content of talk. Especially, it documented the quality of two Japanese students’ utterances in terms of lexical density and mean length of words, looking at how they differed according to categories and individuals. And their utterances were compared with other participants as well. The analysis reached a couple of conclusions, such as teacher’s follow-ups are critical in facilitating students’ classroom participations and their participations depend on the types of teacher’s utterances. And two focal Japanese students’ showed taciturn tendencies but their quality of talk was much better than other participants.

Look Who's Talking?

Chang, Sunmee 한국영어교육학회 2004 ENGLISH TEACHING(영어교육) Vol.59 No.2

Emphasizing the classroom as one of the most important places where language learning occurs, this study looks at classroom interaction occurring in a class of adult ESL learners in a university-based intensive English program (IEP). This study is based on a sociocultural perspective of language and learning, which views language learning as a process of socialization into competent participation in socioculturally significant language practices. Using the data collected during seven weeks, this research investigates the functional characteristics of interactions that the participants construct in their classroom interactions with an emphasis on the teacher’s contributions that elicit students’ contributions. The major turn-taking interaction pattern was Initiation-Response-Follow up (IRF) and the students responded differently according to the types of the teacher’s utterances. I conclude this paper with deductions based on the findings of this research.

It Might Not Be What You Think: New Ways of Reading Intertitles

( Chang Sunmee ) 한국현대언어학회 2017 언어연구 Vol.32 No.4

Intertitles, a supplementary component for silent films, used to be inserted intermittently between sequences of films. They were used to convey character`s dialogue or provide related descriptive and narrative material, at various points. In the films, intertitles` role of telling a story is played quite differently in TV comedy series. This study looks academically at intertitles used in the American Comedy series Frasier. The study looked at categories with functions and interpret them with the reflection of Bakhtin`s concept of polyphony focusing on double-voicedness. Additionally, the potential use of the intertitles of Frasier as language teaching materials is discussed. (Hoseo University)

Microethnographical Methods in the Language Classroom

Chang, Sunmee 대한언어학회 2003 언어학 Vol.11 No.4

This article is to present some basic concepts of ethnography and microethnography which are not familiar to Korean contexts, but getting popular globally in the field of research in language learning classroom. This paper begins with the concepts clarification of ethnography and variated one, microethnography. Focusing on microethnography as an applicable research methodology, this paper describes its specific methods in order. A couple of studies on language learning conducted by using microethnographical methods are presented to show vivid examples of how those methods are used in actual research fields.

Using a Popular TV Comedy Series in Teaching English:Focusing on Frasier

Chang. Sunmee 영상영어교육학회 2015 영상영어교육 (STEM journal) Vol.16 No.4

A number of studies on utilizing audiovisual materials, such as films, TV dramas, sitcoms, and so forth, have been conducted. Now it is well-known that audiovisual materials are sources of authentic input of language and culture that are a great help in stimulating and facilitating the learning of foreign or second language. However, not all teachers welcome these materials in that they don’t know what to teach and how to use the materials. This paper is intended to show an example of an audiovisual material that can be effectively used for teaching adult learners especially at advanced or higher level. A popular TV comedy series, Frasier, well-written and full of linguistic and cultural contents, is selected. Characteristics of each character, unique linguistic features/ discourse of characters, and intertitles that are almost exclusively found in the show are discussed. The learners will be able to acquire linguistic and cultural knowledge at the same time as they go through an episode by episode or a segment by segment of the show with the guide of the teacher. Frasier is so full of linguistically and culturally rich contents that more research from a perspective of applied linguistics or sociolinguistics is expected.