In Korean pedagogical discourse involving young learners, boundaries in pedagogical activities are signaled by the teacher’s style shift that utilizes a range of sentence-ending suffixes that index different degrees of formality and politeness. The shift from the use of the informal polite form -(e)yo to the use of the informal non-polite form -a/e in teacher's talk is contextually motivated by the need to address contingencies associated with a range of classroom management tasks of dealing with individual students, e.g., matters related to disciplining, advising, encouraging, etc. The shift to the formal style characterized by the formal polite forms -(su)pnita/-(su)pnikka takes place in the context where the teacher highlights his/her instructional focus, explicates subject-related knowledge, and/or marks a boundary in pedagogical activities. In young learners' talk in class, the formal style is used when they make a report or presentation related to group activities or produce a response whose upshot draws upon the textbook content, often in the context of reciprocating the formality indexed by the teacher's subject-related questions. Young learners' use of the formal style tends to be limited to a single-shot response, which constrains the extent to which they can sustain participation in subject-related classroom activities. The findings suggest that young learners could benefit from being allowed to use the informal style more freely in dealing with at least some 'formal' aspects of the way subject knowledge is organized in class.

Over the last three decades, various disciplines of discourse analysis have shared a common interest in language use, especially in how people use real language. It is therefore of immediate interest to language teachers when selecting and devising teaching materials or when engaging learners in activities aimed at leading them to be more proficient users of their target language. This paper begins with outlining essential written discourse elements, such as grammatical and lexical cohesive devices, clause relations and larger text patterns which play important roles in syntactic and semantic cohesion and coherence in written texts. Then, the procedure of a written discourse analysis on a news text is described. The paper ends with a discussion on the insights from the written discourse analysis, which might be applicable, in specifiable ways, to language teaching, focusing on how to apply written discourse elements to teaching written English in real classrooms.

The study focuses on analyzing the situation how 1) to precede a sentence, 2) to structure the dialogue, and 3) to acquire conversation frame by the learners. Furthermore, the purpose of this study is to examine whether common discourse errors exist on the way of structuring the dialogue and if they exist, the tendency of errors comes from universality and individuality. The result of this study is to show the tendency of errors in order; connection investigations, surplus, style, tense, the point of view, defect, conjunction, direction, and sequence. Through this study, it is proved that essential language factors mentioned in the discourse structure are required on developing writing skills. Particularly, More than half of learners shows the common errors in the connection investigations, ellipsis, tense, style, conjunction, the point of view, addition. As a result, those language factors should be set up as essential language factors to be trained.

베이징은 중국역대의 유명한 도시로서 알려져 있지만, 대부분 도시 속에 거주하지만 도시를 혐오하는 중국의 지식인에게 이 도시는 친근하고 향토감을 느낄 수 있는 도시로서 중국지식인의 이 도시에 대한 사랑을 여러 글에서 찾을 수 있다. 베이징은 사람과 도시 간에 역사와 깊이 있는 문화로 연결되어 있었다. 그러나 이제는 베이징과 베이징인의 문화적 경험의 공감과 정감의 그 전원적인 세계는 존재하지 않는다. 문화적 기억이 상실된 대도시 형상이 사실상 현실의 베이징의 진실한 모습이다. 그래서 최근의 문화서술 속에서는 베이징에 대한 향수가 시작되어진다고 할 수 있다. 앞에서 언급한 铁凝의 《永远有多远》이라는 질문, 즉 일찍이 풍부한 역사와 문화전통을 가진 베이징이 과연 자신의 기억을 보존할 수 있겠느냐의 물음은 답이 없다고 할 수도 있을 것이다. 그러나 이글을 쓰면서 확고한 신념과 같은 것이 느껴졌는데, 베이징은 현대화 과정의 어떠한 급격한 변화와 통제 속에서도 여전히 문화의 중심지일 것이라는 생각이다. 예술에의 열정으로 베이징을 유랑하는 주변인 예술가(현시점에서는 이미 그들을 주변인이라고 할 수도 없지만, 왜냐하면 장위엔, 왕샤오솨이, 지아장커 그들은 이미 중국과 세계 영화세계에서 자신의 위치가 확고하기 때문이다) 와 그 후대인들이 베이징에서 중국미래의 문화를 새롭게 창조해갈 것이라는 생각이 들기 때문이다. 그리고 이미 사라진 베이징 전통문화는 중국 당대인의 정신적 필요에 의해서 매 시기 마다 그 시기의 담론의 내용에 의해서 재건립 될 것이다.

From the perspective of conversation analysis, this study aims to explore the interactional aspects of the Korean wh-words mwe and way with reference to their functions as discourse markers. The examination of conversation data reveals that the discourse markers mwe and way can be used as conversation fillers, filling in a necessary interactional space when the speaker encounters trouble in producing the next item due; way is found to more actively solicit the hearer's involvement or uptake than mwe. The discourse markers mwe and way are also found to be employed as a hedging device and a boosting device respectively often in disaffiliative actions. Mwe helps to mitigate the import of the statement by virtue of its sense of underestimation or downtoning while way helps to increase the force of an utterance while introducing a negative tone. The various interactional functions of mwe and way are claimed to be derived from their distinctive referential meanings; mwe as signifying that ‘something is uncertain to the speaker’, and way as signifying that 'something is questionable, problematic, unexpected, and extraordinary to the speaker'.

The purpose of the present study is to compare the use of discourse markers by pre-service training students and in-service training teachers in middle school contexts. For this purpose, 20 participants in each of the pre-service (PS) and in-service (IS) teacher groups were selected and their teaching was videotaped. Then, the data was transcribed with a focus on the use of discourse markers. The results of the study demonstrated that there was no significant difference in the use of macro-markers between the two groups. However, it is interesting that student teachers in the PS group used various expressions for elaboration a little more frequently than the IS group. In addition, significant differences were found in the use of micro-markers between the two groups in terms of segmentation and temporal markers. On the basis of the results, some pedagogical implications on the teaching of listening and teacher training are suggested.

This paper examines the ways in which Yeats constructs and idealizes his Anglo-Irish Identity. After bitter disputes over Synge's plays he realized the insoluble opposition between the Irish Catholic and the Anglo-Irish, which meant his failure to unify Ireland through his Celtic Romanticism. He needed to make a new poetics to justify his predicament and to form a new identity. He creates, in his essays and poems, the identity and tradition of the Anglo-Irish from Burke through Swift, Goldsmith, Parnell to Synge and Yeats, the intellectuals who tried to enlighten the native Irish people only to fail and be isolated from them. According to Yeats, the reason the Anglo-Irish intellectuals had to meet the same fate in Ireland is due to the ignorance and sectarian hate of native Catholic Irish people. Although the Anglo-Irish always become victims, their defeat is considered by Yeats to be inescapable and even worthier than success in the reality where ignorance prevails. This is the discourse of tragic heroism. Yeats constructed the identity that is based on the dichotomy between the few Anglo-Irish and the Irish people, by which he attributes culture to the one, and nature to the other. Here culture is supposed to be superior to nature and that sense of superiority rests on the ability to culturalize nature. Yeats connected the culture with breeding which means being cultivated by discipline and education. In writing, it was through his poetics of mask, what he called “the sense of style,” that he could overcome his rage and hate to the mass and futhermore transform them to the higher virtues such as reason, manners and beauty. As the poems dealing with the Anglo-Irish big house and the Thoor Ballylee show, in their tradition what they have inherited is a heroic spirit of overcoming and transforming the adversity each generation has faced. Some critics have asserted Yeats shows de-mystifying recognition when he reveals his ancestors' illicit and unjust violence to the native Irish in the past. But we have to note that it finally leads to justifying his Anglo-Irish violence, for he thought it had been transformed by their overcoming spirit and efforts into order and culture whereas the violence of the Irish mass resulted into disorder and chaos. David Lloyd's opinion needs to be reconsidered in this regard. He praised Yeats's de-mystifying insights in some later poems and asserted, borrowing Paul de Man's terms, his writing is allegorical rather than symbolic. But in the poems he cited Yeats seems to be more interested in heroicizing and idealizing his Anglo-Irish identity and tradition. Yeats's Anglo-Irish identity should be understood as an response to the changed reality and is formed by his peculiar writing or representation.

In the late decade of 1930, under the Japanese Imperialism, the Korean abstract art which was formed with affection by Japan and Europe. They say the early Korean abstract art is colonized, from a point that it derives from exterior impact. And they say also it is colonized not to be related to the representation of their own life world. On the other hand, the early Korean abstract art in 1930s is told as the prehistory of ‘Korean Modernism in Art’, which flourished in 1970s followed ‘Informal Art Movement’ in the late 1950s. Because the status of abstract art in 1930s was not more than a germ of ‘Korean Modernism in Art’, while they understand until 1950s as a period dominated by representational art based on Chosun Exhibition or Korean National Exhibition, the period until 1970s as a period ruled by abstract art which was accepted as ‘Korean Modernism in Art’, and the period after 1980s as a period by Min-jung Art and Post-Modernism Art. However, the historical value of Korean Abstract Art in 1930s cannot be passed over, if not trying to understand the development of ‘Korean Modernism in Art’ especially focusing on not their own history but the impact of Western and Japanese art. In the late colonial period, the Korean early abstract art was the strongest utterance of the time paradoxically, even if not related much to optical representation of the Korean subjectivity. Therefore the existing viewpoints about the early Korean abstract art should be changed.

This paper is trying to read the text with the current theory decolonialism. To this, The writer adopted the text Seamus Heaney's early poetry Death of a Naturalist. Seamus Heaney is known to be the most important poet since W. B. Yeats as a winner of Nobel Prize for Literature in 1995. I assume that a growing interest among readers reflects this prevailing enthusiasm for his work. His method and idea owe more to decolonial attitude more than that of naturalist or romantist. This seems to be an attractive factor to draw a reader's attention. In fact, his poetry has the proper qualities to absorb the devotees of 'decolonialism' still dominant in dealing with the poetry. Decolonialism as a literary theory is becoming an influential textual strategy rather than remaining as one of the academic master discourse. So far, the established textual reading theories have been closely related to logocentrism, and they failed to be acknowledge as objective way of reading. For this reason, the decolonialism has an important implication in the sense that it subverts the colonial ideology within the context of colonized society, and at the same time, reconstructs counter-discourse to find out self-identity and decolonized space. Meanwhile, Heaney have been witnessed historical moments of the death of his mother land, Ireland as well as of the Irish people, as the history of Ireland manifests. In doing so, the Irish people broke the cycle of imperial situation. The consciousness of them became consciousness of the nation. By way of this historical experience of authentic decolonization, Heaney's aesthetics became, more and more, politicized against the crisis which the repressive force of imperialism caused to occur. Under this traumatic disasters of Ireland, Heaney's poetic quest makes him and practical struggle against the colonial power in a poetic way. The main subject of his poetry is to find out his Irish identity with the past tradition and its continuity. The subject is linked with the question to find out the Celtic identity between the past and the present which is dominated by colonialism. To regard this, this paper analyses Heaney's text focusing on the decolonialism expressed by his poetry. I try to examine the process of his poetic writings and its attitude against English colonialism. To do this, My major interest is in his Celtic myth and language employed in his poetry. And I attempt to search for the true Irishness which Heaney makes every effort to materialize the reality of Ireland in his poetry. To conclude, the decolonial discourse and its textual strategy has an tactics and also has an important implications that lay bare the dominant ideology hidden by the seemingly impersonal intention of colonialism.

The present study aimed to investigate some differences in journal article abstracts written in English by Korean researchers and international scholars and to provide Korean researchers with guidelines for writing accurate, self-contained, informative and coherent abstracts. To this end, intra- and inter-lingual analyses of English abstracts were carried out in terms of rhetorical structures, linguistic features, and disciplinary areas. The results reveal that (1) international and Korean researchers show some differences of rhetorical and discourse features in their English abstracts and (2) some types of errors in terms of grammatical-syntactic and lexico-semantic aspects are frequently committed by Korean researchers. The results of this investigation suggest that Korean researchers should be aware of common rhetorical structures and linguistic features of English abstracts and graduate students should be provided with EAP courses to practice writing English abstracts relevant to their major areas.