When one is reading or writing, various forms of bottom-up knowledge—e.g., grammar, vocabulary, orthography, and the mechanics of written language—interact with the top-down processes at the level of discourse. One of the reasons English language learners encounter a lot of difficulty when they are engaged in academic reading and writing is that they have been taught grammar only at the sentence level and not at the discourse level. In order to illustrate how discourse-based grammar instruction can facilitate the acquisition of academic reading and writing, this paper discusses various ways in which the following four topics can be dealt with at the discourse level: cohesion, the tense and aspect system, comma usage, and existential there. Obviously, discourse-based grammar instruction should be integrated with the teaching of the other top-down and bottom-up skills necessary for academic reading and writing. EFL teachers, however, need to know more about discourse grammar to effectively make their learners aware of it and to offer them learning activities that will contribute to better reading comprehension and written production.

Education and Game are the main keyword for the future society. Many countries are taking notice of these to improve the competitive power of their countries. Educational Game is not Education for Game but Game for Education. By the way, there are many definitions for the Educational Game and many discourse about the relations between Education and Game. It is necessary and meaningful to discourse about setting of relations between Education and Game in this point of the time. Generally, some former studies are focused on functions of Education using Game but this study tried to back to the basic with discoursing about the definition of Education and Game itself. Finally, this study drove the definition of Pedagogical from discourses among Education, Game and Educational Game. Educational Games are going to be developed plenty but we get some problems for adjusting the balance between the goal for the Game and the goal for the Education or blending game elements for the fun with cognitive knowledges which are learned during game play. Pedagogical Game can give some suggestions to solve these kind of problems or to make you back to the basic discourse between Education and Game.

The present study explored the actual target discourse of oral presentations in science and engineering graduate classrooms. First, three target tasks were identified from the combination of class observation, interviews with instructors, and surveys of students: to report the research in a logical way, to clarify ideas, and to deliver the speech in an interactional speaking style. Second, the analysis of target discourse addressed how the language was used in carrying out each task. The native speakers employed a mixture of the rhetorical structures of the research article, conference presentation, and lecture introduction to organize ideas in a logical way. Also they utilized syntactic structures and lexical devices unique to oral presentations to help the audience better understand main points of the research; however, the nonnative speakers often failed to perform well-organized presentations and delivered in written text style. Pedagogic implications were suggested for the specific needs of science and engineering graduate students.

The purpose of this study is revealing how ‘GAME ADDCTION’ becomes a discourse. With this study we can find that ‘GAME ADDICTION’ is tool for restricting ‘ABNORMAL’. In conclusion , ‘GAME ADDICTION’ was born in Korea at 1990, and become a discourse with ‘STARCRAFT sensation’ and ‘PCbang’. Social organizations used game addiction discourse from 1999 to 2004. And psychiatry started ruling game addiction discourse from 2005. Now psychiatry is using game addiction to expand their power into home. These processes resembles Foucault,M.’s “LES ANORMAUX”. And many things prove that psychiatry acts just like what that did at Foucault’s 19c. We have to aware what is going on in Korea about game addiction and need to study on psychiatry’s actions.

This study is on the pedagogical convention of architectural history in Korea, especially that of Western Architecture. Recent institutional change in architectural school in Korea has caused overall restructuring of academic program. In spite of extension in the field of history there was no progress of method and way of thinking. There is no change in the point of view to see the western architecture and its history as a unique and specialized phenomenon in the civilization of mankind. Because of no recognition about for what, for whom, and how to, and because of orientalism, the cultural position of western architectural history and its narrative was not asked. With the help of post-colonialism, de-constructivism and critical historiography this paper tries to show the fundamental premise of western architectural history as a myth and show its prejudice as not being justifiable. The background of the discourse there has been a representation effect with regard to knowledge as a power. we need to escape from this kind of cognitional frame With the analysis of the its premise and narrative we can find it is a historical construct that was made in the age of imperialism. In fact it has a lot of false information and problematic point of view. The Identity and originality of western architecture and its history has no logical reason or foundation if we think that it depends on the difference and comparison with other civilization. For example the explanation of its historical origin western architecture has big difference with Islamic architecture in spite of the resemblance each other. This paper try to show several reasons that discourse of western architectural history can not be survived any longer. So we need to reconstruct new pedagogy with deconstruction for the students of non western, or Korean students. Because it has important effect to see and think about architecture and its history.

A major task for the teacher is to engage students in three kinds of learning: learning of language, learning through language, and learning about language (Halliday, 1979). Therefore, in order to help students learn and use language effectively, teachers themselves need explicit knowledge of language, and need to be aware of what students are trying to achieve and learn. There have been many classroom research investigations into this issue with respect to the role of the first language (L1) in facilitating learning (Osman and Hannafin 1994; Johnson 1997). Classroom-oriented research has led to an increased awareness of the great complexity of both the language used and the learning process. Classroom language can be investigated systematically and no longer needs to be regarded as “an impenetrable black box” (Long 1983 a, 1983 b). Transcripts, coded data and frequency counts can show how classroom interaction develops as it is a dynamic phenomenon (Allwright and Bailey 1991). Marton and Booth (1997, p.107) described learning as ‘a way of coming to experience the world in a certain way, and different ways of experiencing will lead to different learning outcomes’. Marton and Tsui (2004) linked classroom discourse to learning, coining the term “space of learning”: “The second premise is that language plays a central role in learning: that it does not merely convey meaning, it also creates meaning. An understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating “classroom discourse”. This research observed and collected data from two different primary four classes taught by two teachers of the same school on the same topic on Chinese words. Multiple data from multiple sources were used for analysis. This paper will discuss how the difference usage of discourse in the classroom could bring about different learning outcomes.

S. Freud가 주창한 정신분석(psychoanalysis)은 심층심리학(deep psychology)으로부터 출발되었는데 그 독창성은 무의식을 성적억압과 관련지었다는데 있다. 그러나 성적으로 너무 치우치면서 비판운동과 충동갈등 패러다임을 일부학자들은 수정하려고 하였다. Erich Fromm은 프로이트의 이론을 사회적 문화적 맥락에서 재조명하고 인간을 미리 결정된 본능에 따라 환경에 반응하는 존재가 아니라 스스로 판단하고 선택하며 살아가는 존재로 보았다. 현대 수정주의 이론가 Jacques Lacan은 무의식에 선재하는 언어 욕망, 상상계 등의 개념을 통해 인간의 정신을 설명하고자 했다. 특히 아이는 자아와 언어와 사회로 형성된 3차원의 질서 속에서만 개별성을 획득할 수 있다고 보고 언어가 출현하면 무의식이 구성된다고 말할 수 있는데 무의식을 구성하는 기본 억압이란 언어의 출현 이외에 다른 것이 아니라고 주장했다. 한편 프로이트주의에 대한 비판적 담론은 이성이 인간과 존재하는 것이 최고의 기능성이라고 주장하는 Herbert Marcuse, 현대사회는 사적․성적 실험이 급진적으로 확대되고 있을 뿐만 아니라 자아의 철저한 파편화와 사회 조직의 침투가 시작되고 있다고 하는 Willhelm Rcich, 자기도취적인 자아는 ‘생존주의 문화’의 산물이라고 보고 이러한 유폐된 심성은 가부장적인 가족의 쇠퇴와 연결되어 있음을 예리하게 지적 Christoper Lasch, 정신분석은 성의 고백과 사회 통제의 유지를 위한 억압적인 조처라고 하는 Michel Foucault의 견해 등을 생각해 볼 수 있다.Mikhail Bakhtin은 프로이트의 충동이론이 아무런 근거가 없는 주장이라고 비판하면서 생물학의 심리학화, 주관주의화라고 말하고 유기체의 모든 객관적, 생물학적 형태와 과정은 주관적이고 심리적인 것들 속에 용해되어 버린다고 하며 방법론적으로 볼 때 의식심리학과 본질적으로 차이가 없다고 비판한다. 프로이트주의에 대한 비판적 담론에서 현대적 의미의 정신분석학적 논의는 현대사회의 각 개인들의 무의식적 동기들에서 더 넓은 세계 쪽으로 나아가는 강력한 해석적인 디딤판을 제공한다는 것이다. 이것은 사적 환상이 공적으로 되는 그러한 변형과정을 연구하는 것이고 정신분석학의 개념을 문학, 예술, 문화 등 다양한 영역으로 응용하고 확대함으로써 문화와 억압으로부터의 자유를 찾아야 한다는 것이다. Lacan은 치료가 아니라 욕망의 적극적인 추구를 강조하여 욕망은 인간의 본질이며 대타자의 욕망이고 무의식은 대타자의 담론이라고 정식화한 점에 주목해서 실재가 본질에 앞선다는 명제를 중시해야 할 것이다. 결국 욕망은 이미지를 형상화해서 문화로 탈바꿈하는 노력이 필요하다. 특히 현대인의 성 역할이나 성 이데올로기에 민감하다는 것에 착안하여 페미니즘의 성역할과 정신분석학적 접근은 여성들의 사적인 고통과 개인적인 억압을 낳는 외부적인 사회 조건에 대응 한다는 차원에서 매우 중요하다. 페미니즘과 정신분석 사이의 이론적인 대화는 육아의 분석과 그 문화적인 귀결들에 대한 분석에 특히 중요한 것이었다. 많은 페미니스트들이 보기에 사회적, 성적 억압에 대한 프로이트의 비판은 성적 차이와 젠더 위계의 역학을 이해하는데 결정적으로 중요한 것이다. 이상의 논의에서 인간은 단지 유전자에 의해서만 형성된 존재가 아니라는 것이다. 이는 인간을 단순히 그가 소속되어 있는 사회의 산물이라고 말 할 수 없는 것과 마찬가지이기도 하다. 그러므로 생물학적 결정론으로서의 정신분석학이 해석과 이해를 필요로 하는 인문과학적 요소를 품고 있는 것이다. 인간은 그의 유전자 이상이며, 그 사회 이상인 것이다. 결론적으로 우리에게 전해진 본성을 초월할 수 있는 우리의 핵심적인 인간성을 확인할 필요가 있다. 과학이 주는 풍요로움 속의 인간성 상실과 고독은 인간의 정신과 개성을 존중하는 종교와 예술을 통해서 해소해야 할 것이다. 그 중심에 정신분석이 위지하고 있으며 그 가치를 인정받아야 할 것이다. 정신분석(Psychoanalysis)의 담론(Discourse)은 정신의학(psychiatry)의 영역에만 국한된 것이 아니라 다학제적 접근을 통해 다양한 교류를 넓혀야 할 것이다.

While the study of written discourse that informs ESL writing has provided a number of insights into its conventional features and structures, individual variations such as voice and identity have largely been neglected. To examine how a socially situated notion of voice plays a role in disciplinary online writing, this study explored the co-construction of an author’s identity by peer readers in online written exchanges. The goal of this paper is thus to explore how voice articulated as sociocultural point of view is developed through dialogic interactions with others and how such development can be traced through the discursive constructs such as positioning, epistemic/affective stance, and intertextual relations. This study has important educational implications in relation to academic writing that is a critical issue for many Korean college students who pursue their studies in the United States in that the number of Korean international students has continued to increase in the U.S. universities.

최근 문학 담론으로써의 탈식민주의 이론은 실천적 의미에서 텍스트 해석의 전략에 중요한 영향력을 행사하고 있다. 더불어 탈식민주의는 식민 경험을 했던 국가 안에서 문화적 맥락으로써 식민 담론을 전복한다는 의미에서도 중요한 의의를 가진다. 작가에게 이러한 의식은 글쓰기에서 탈식민 공간과 주체적 정체성을 형성하게 만들어 주는 동기를 제공한다. 이러한 측면에서 본 논문은 정전적 글읽기로 대변되었던 예이츠의 텍스트를 탈식민주의 전략 중의 하나인 탈정전적 글 읽기로 다시 조명해보기로 한다.

본 연구의 목적은 중등과학수업에서 나타나는 담화양상과 의미형성 전략을 분석하는 것이다. 연구 참여 교사는 서울의 한 중학교에서 과학을 가르치고 있었으며, 연구에 자발적으로 참여하였다. 연구진은 참여교사의 수업을 관찰하고 비디오 녹화하였고 전사하였다. 자료는 두 단계로 분석되었다. 첫 단계에서는 담화 양상을 범주화하였다. 두 번째 단계에서는 미시적 수준에서 의미형성 전략을 확인하였다. 연구 결과로서, 초임교사의 '빛의 경로와 성질' 단원의 과학 수업담화에서 나타난 담화양상과 의미형성 전략에 관하여 5개의 에피소드가 제시되었다. 연구결과를 토대로, 결론 및 후속연구와 교사전문성 발달에 관한 시사점이 탐색되었다.

From a conversation-analytic perspective, this paper examines the ways in which the Korean sentence-ending suffix (SES) -ketun is used in naturally occurnng sp아<en Korean 이 scourse. Focusing on the question of how the practice of informing implemented by the ketun-utterance provides a basis for the sequentially implemented action of account-giving (Kim & Suh 2뼈)， it a n따yzes (i) the nature of the information marked by -ketun in terms of how it is grounded, (ii) the sequential contexts where the informing sequence that -ketun generates is embedded, and (iii) features of the ketun -marked account with reference to the practices of formulating non-negotiable upshot, evo싸 ng positionally relevant identities, unpackaging information geared to enlightening the address얹. and stance-shifting. These practices are analyzed as being constitutive of the action-organizational features of the ketun-marked account, whose upshot is proposed to be that of evo써 ng and managing the information gap or disparity in knowledge asseπed by the speal<er to exist between the partlclpants.

]ung, Woo-hyun 2009 The Funcbons of the Enghsh Utterance of fIghtmg’ m Korean Dlscourse πJe Soαolmguzstzc Joumal 01 Korea lη2) Trus study exammes the functIons of the Enghsh utterance, fIghtmg', m Korean chscourse, Wlth specIal attentIon to how and when trus expreSSlon IS employed by Korean natIve speakers To trus end, trus study collected data from naturally occumng sltuatlOns and the scnpts of some TV programs The res띠ts showed that the expreSSlon, fightmg', fulfIlls the pnmary functlOn of encouragmg the addressee, and that tlns PIVOtal functIon IS extended to such functIons as Wlsrung, congratulatmg, thankmg, prorrusmg, consolmg, beggmg, and leave-takmg, but not to as fIllmg a pause The fmchngs of the study corroborated the wldely-held c1rum that an utterance can fulfl11 plunva1ent functIons The study a1so mamfested other features fzghtmg' can be verba1ιed， lt can or cannot be responded, lt can be employed recIProca11y, and lt can be used to rughly va1ue a trung as well as a person These results WJll surely shed hght on the study of mscourse functIona1 pers야ctIve of Enghsh loan-words m Kor，않n chscourse, thus, leachng to a better understanchng of the natlVlzatlOn of Enghsh mto another language

The purpose of this paper is to survey the perspective of the coming days of those two poets, Yeats and Eliot, comparing "The Second Coming" and The Waste Land. Both Yeats's "Second Coming" and Eliot's The Waste Land present a renewal process, but each one focuses on different goals and subjects; Eliot on a particular person's transformation, whereas Yeats predicts a switch of the entire world as a result of an escalation of chaos. And while Yeats attempts to present a definite picture of what he believes will happen at the time of this renovation, as a human being, lack of foresight leaves him to conclude with nothing more than an unanswerable question. Eliot, on the other hand, uses ambiguity to support and develop his theme: death is the way to rebirth. But for Eliot this rebirth, which must be necessarily obscure and extremely perplexing to the newly-born. In contrast, Yeats maintains a pessimistic tone created by his futility on the bleak situation. Though the two poets see the present similarly, their religious differences cause them to view the future differently, consequently Eliot's The Waste Land has a much more hopeful theme than Yeats's "The Second Coming."

This paper analyzes the difference between nun and ka from an interactional perspective in terms of the practice of giving distinct types of 'focus' to the referent they mark. From a conversation-analytic perspective, Kim's (1990) analysis that nun and ka index the speaker-relevant focus and the event-relevant focus respectively is further elaborated on, with systematic attention being paid to 'sequential,' rather than 'cognitive,' aspects of how the referent is highlighted in the context of dealing with the prior talk and projecting sequential trajectories that favor distinct types of uptake. Nun is shown to be embedded in the context where the speaker orients himself/herself to problematizing and counteracting the interlocutor's action in the prior context, with the consequence that the interlocutor is solicited to make a decision and take a position vis-a-vis the speaker's action, preferably in the direction of aligning with it. The upshot of the focus-giving practice involving nun is characterized as a process by which the speaker's display of subjective and evaluative stance indexed by nun is empirically grounded by facts putatively observed by the speaker. The use of ka, in contrast, does not necessitate such a process of modulating the speaker's subjectivity. The focus-giving practice involving ka is geared towards highlighting the referent per se, with any agenda it projectively proposes being limited to the factual import that the referent has towards the event/state of affairs it relates to. That the interlocutor orients to the ka-marked referent in such a straightforward and non-motivated fashion is demonstrated by his/her often successful attempt at collaborative completion of the ka-utterance in-progress.