Seung Jae Lee . 2002 . A Corpus A naly s i s on T ouri sm Contex t s : With Special Emphas i s on A UXs . S t ud ie s in M od e rn Gramma r 27, 16 1- 177 . The purpose of this paper is to examine English discourses between overseas tourist s and locals, and find the linguistic clues to characterize the tourism situations . From the sociolinguistic perspective, these are analyzed by power and solidarity. From the pragmatic perspective, they can be explained by the Co- operative Principle and conversational maxims . In order to provide perceptible linguistic evidence to them, research on the modal auxiliaries (AUXs ) was conducted which represent the speaker ' s attitude in addition to their own semantic properties. The result shows intensive use of AUXs in tourism situations, which is further analyzed according to the situation. Based on this research, the noticeable frequency of would and will is accorded to the intrinsic property of the tourism, where hospit ality and courtesy are the goal. Consequently, this research demonstrates that the language is the result of social interactions and reflect s situational contexts .

Lee, Seungjin. 1999. Chaos-Complexity Theory in the Whole Language Context. Studies in Modern Grammar 15, 169-189. This paper attempts to suggest ways in which complexity theory can become a more explicit tool for understanding students` learning and design of learning processes. These are remarkably consistent with whole language approach in schools. Although complexity theory is based on mathematics and physics, many of these principles are equally relevant to a second language learning situation. Now that complexity theory is in its third decade in the West, and has been evolving, it seems that the time is right for a fuller look at the language teaching principle offered by chaos-complexity theory in the field of a second language learning. This paper reviews complex adaptive systems theory through neuroscience and brain research to learning theory and practice. The complexity theory originated not in linguistics but in the mathematical field, and it is interesting to observe that both complexity theory d whole language theory having taken different routes, came to many of the same conclusions about teaching students. Both complexity theory and whole language theory show a very high agreement on issues such as method, approach, affect, effect, role of the teacher, psychological needs of the language learner, and the philosophy of engaging the learner beyond the cognitive domain. By looking at the chaos and complexity theory for learning process, I discuss that learning occurs at the edge of chaos through equilibrium, whole-brain involvement, and "risk-taking". Finally, it seems that complexity and whole language theory affirm the recent shift toward a richer, more open, and more comfortable environment as the most effective way in which educators can optimize the natural human capacity for the learning process.