This action research explores an effective teaching method for EFL teacher’s questioning types in a Korean online university context. By reviewing the previous studies on teachers’ questioning types which have been categorized mostly by cognitive linguistic tradition, this study sorts out the different questioning types from socio-linguistic perspective using the Systemic Functional Grammar (SFG) framework. These new categorized questioning types are applied to instruct the participant students (57) who were majoring in English and were mostly interested in TESOL (Teaching English to the Speakers of Other Languages) certificate program provided by the online university in Korea. Using a series of lecture content, two assignments, and an online discussion board, these newly added questioning types (offer and request types replacing command) were successfully taught in an online lecture entitled ‘Classroom English and Communication’ in the first semester of 2021. With a mixed analysis method, this study explains the procedures of various classroom tasks and analyzes the assignment data and online discussion board texts. This teacher classroom communication consisting of instruction and questioning needs to be reconsidered due to this study’s findings and its pedagogic implications that are clearly based on socio-linguistic perspectives.
The purpose of this paper is to investigate the usage of address terms for professors by undergraduate and graduate students by the sociolinguistic methodology. To this end, this paper applied an integrated approach that combines quantitative analysis based on the response results of multiple-choice questions in the survey and qualitative interpretation based on the response results of subjective questions in both the survey and the in-depth interview. First, through quantitative analysis of the variation in the use of address terms, it was confirmed that “professor” occupies an overwhelming proportion and that the academic field of the speaker is the most important factor. The higher the intimacy with professors, the more “teacher” was used. Next, through the qualitative interpretation of the reason and meaning of using their choice of address terms, the most basic and superficial reason was to follow the experiences and customs in the affiliated community. The use of “professor” had some reasons or meanings such as meeting courtesy and expectations, highlighting privileged status, and equal respect for all the faculty members, whereas “teacher” was used as an expression of intimacy.
The purpose of this study is to examine seven korean women's languages whose value has declined as a result of changing the meaning. ‘kyeycip’, ‘nyeon’, ‘manura’, ‘yeopyeonne’, ‘agassi’, ‘ajumma’, ‘eonni’ are women's languages commonly used in modern korean. When they were used at first, they were honorifics or general form, but now they are also used as low form. Each word has been added the evaluation results such as disappointment that falls short of certain expectations, derogation, and sexual objectification based on disrespect for women. This study will examines the use of words from middle korean to modern korean and summarizes the aspect of their pejoration.
This study aims to critically analyze how gendered spaces and gender images are expressed verbally and non-verbally in the latest information and communication advertisements. The results showed that the gendered space appeared although it had nothing to do with the information and communication devices or advertisement content. The gender-specific spatial distinctions and restrictions fully reflected the stereotypes of gender roles. Sexist images also emerged in the verbal and non-verbal expressions with images of women being reproduced in a more negatively compared to that of men. Regarding frequency, many aspects limited and revealed “the differing interests and characteristics of gender”, which were expressed both verbally and non-verbally. The emphasis on women's appearance stood out non-verbal, albeit superfluously. It is a problem that these gender images and perceptions are fixed or reproduced through mass media.
By reviewing different theoretical backgrounds behind knowledge, politics, and power of language in critical approaches to applied linguistics, this study introduces a newly constructed foundation for critical research, so called, Foucault’s ‘thoughts from outside.’ In order to understand Foucault’s experience of the outside, this study firstly explores the meanings of prohibition and transgression in literary texts, in which Foucault reflected the question of ‘limits.’ For example, research on Georges Batalille’s works provided an opportunity to consider the meaningfulness beyond the limitation of language. In the late works of governmentality and subjectification, Foucault also reinterpreted Kant’s concept of enlightenment and critique in the philosophy of actuality, defined as the ‘arts of existence’ or ‘critical ontology of ourselves.’ In this study, the critique as ethos is re-valued in an on-going inquiry and experimentation for the autonomous self-constitution of subject, which can be placed in the critical study of language, education, and society. Possible areas of research and L2 education (e.g., translingual practice, identity construction, narrative education) related to Foucault’s technological ways of living, as well as the limitations of this study, are also discussed.
The purpose of this study is to explore the language attitude of 20s toward genderlect. This study focused on the representation of genderlects in South Korean dramas, and was based on the media reception theory. In the research, 32 men and women aged between 19 to 24 were interviewed in focus groups. The data were analyzed qualitatively. The research results are as follows. First, the participants partially recognized the characteristics of genderlect which were reported in previous studies, and the opinions among the participants hardly agreed. Second, the way which dramas represent genderlect was shown as breaking away from traditional gender roles and the reestablishment of overturned gender roles. Third, this study categorized the positive and negative responses of the participants toward the use of gender language. Fourth, participants’ attitude toward genderlect was gradually arranged from negotiation to opposition. This study is meaningful in that it comprehensively demonstrated the language attitudes of the younger generation. However, there still remains a margin on further research in consideration of non-binary participants and broader contexts.
This paper analyzes the footing shift by focusing on an interviewer’s questioning from the conversation of a Korean TV news interview. By dividing the interviewer’s questions into adversarial questions and non-adversarial questions, this study investigates what footing shift functions and what the interviewer wants to achieve through it. The analysis of the news interview reveals that footing shift in adversarial questions performs a function of defense. The interviewer attributes the responsibility of remarks that criticize and refute interviewees to a third party so that they can defend themselves against the criticism of attacking interviewees. On the other hand, the footing shift in non-adversarial questions is used to introduce a new topic to the conversation. The interviewer speaks on behalf of a third party when the new topic indicates one’s position on a contentious topic. It enables the interviewer to entirely conceal his personal opinion and lead the discussion in depth. In conclusion, footing shift in questions allows an interviewer to satisfy institutional demands of the news interview. Furthermore, it is found that interviewees collaborate to preserve the interviewer’s stance of footing shift in their responses.