From a conversation analytic perspective, this paper undertakes the sequential analysis of students' oral reading initiated by teachers during teacher-student interaction. Extracted from 14 Korean elementary school EFL lessons collected on video, the sequences that contain teachers' initiation and students' reading and the surrounding talk were closely examined. The major finding is that students' oral reading serves a range of instructional purposes: practicing through repetition, marking closure, preparing for what is about to unfold, collaborating in knowledge presentation, rendering key linguistic information, and presenting and checking students' written work. Based on this observation, this paper argues that students' oral reading predominantly occurs as part of or in conjunction with a larger instructional activity, rather than with an exclusive instructional focus.
Park Jae-eun. 2013. On prolonging in Korean conversation. The Sociolinguistic Journal of Korea 21(3). This paper explores the systematic retardation of turn progression in Korean conversation, focusing on the phenomenon of prolonging. Prolonging is defined as a practice whereby speakers suspend the progression of a turn toward a possible completion particularly by drawing on sound stretches as a primary resource. The analysis of data shows that prolonging, observed at a point where the action is more or less recognizable, is used to reinforce the speaker's epistemic or affective stance as well as to project dispreferredness in a way that delays the arrival of a transition-relevance place. I argue that prolonging can be employed at any word boundary as long as the emergent action is recognizable and that it serves as a basis for understanding how readily a turn can be manipulated in the service of practical social actions in Korean conversation. (137 words)
As a primary source of input for language learning, textbooks provide learners with various language samples. This paper investigates whether Korean English textbooks provide an adequate language model to follow, particularly focusing on how an invitation is tendered and responded to. Dialogues that contain an invitation were pulled from seven high school English textbooks and analyzed from a Conversation Analytic (CA) perspective. According to the results of analysis, textbook dialogues generally do not follow how an invitation sequence is organized in authentic English conversation as manifested by the inadequate or lacking presentation of a preinvitation, and contain invitation practices that are not yet known to occur in English conversation. It was also found that an invitation is frequently portrayed as incidentally tendered due to its occurrence with certain turn components. Lastly, textbook dialogues provide a limited variety of input as shown by the lack of insert expansion instances and the limited presentation of responses in form and position. This researchsuggests the need to incorporate our knowledge of how conversation works into scripting dialogues for English learners. (177)