Cho, Sungwon. (2023). “Speech Adjustment in Adverb According to the Gender of the Recipient”. The Sociolinguistic Journal of Korea, 31(4), 279-305. This article aims to examine the use of adverbs by Korean men and women in conversations with each other, depending on the gender of the interlocutor. It has long been argued in sociolinguistics that language use of one gender to the other can clearly adjusted, even if they belong to the same social group. Gender of the receiver, in this sense, can be considered as a factor in context which fosters certain speech-adjusting behavior. If men and women use different languages, typical gender specific speech style may be present in the speaker recognition, and as a result, intentional or unintentional accommodation may occur. However, there has been no research on how the speech of one gender is accommodated by the other gender in Korean. The frequency difference between male and female speakers were significantly smaller in single-gender dyads compared to mixed gender dyads, which leads to conclusion that speakers mimic more of receiver’s speech style when conversating with opposite gender.

This paper aims to analyze the functions and characteristics of ‘ne/ye’ in news interviews, with specific focus on the neutrality and ambiguity of ‘ne/ye’ used by interviewers. In respect of its distribution, the interviewers used ‘ne/ye’ in the middle of the interviewees’ turn or after the interviewees completed a sentence. On the other hand, with regard to its functions, ‘ne/ye’ coming after the interviewees' completed sentences functioned as a continuer or an indicator of the interviewers' turn, while ‘ne/ye’ in the middle of the interviewees’ turn always functioned as a continuer. When used by interviewers, ‘ne/ye’ appeared ambiguous in its functions, given that ‘ne/ye’ was used consistently in the opening, Q&A sequences, and closing by the interviewers, and that ‘ne/ye’ could be used and interpreted as either a continuer or an indicator of the interviewers' turn. Based on the ambiguity of ‘ne/ye’, this paper concludes that both the interviewers and interviewees could keep interacting with each other by comprehending ‘ne/ye’ as a sign of turn-taking, thus enabling the interviewers to sustain neutrality throughout the entire talk and naturally allowing them to be loyal to their task of obtaining sufficient information from the interviewees to convey to the audience.

자연발화 현상은 산업현장 또는 우리 생활 속 어디에서나 발생하며 물질이 대기 중에서 점 화원 없이 스스로 발화되는 현상이다. 화학반응 속도가 빨라져 발생하는 열이 증가하게 되어 자연발화의 위험성은 더욱 커진다. 본 연구에서는 식품과 화장품 소재로 이용되는 안전한 원료를 배합하여 다양한 자연발화 현상 중 특히 석탄 자연발화 방지제를 제조하였다. 인도네시아산 저열량, 저급탄에 대한 Lab 과 Field Test를 통하여 석탄 자연발화 억제 효과를 확인하였다. 옥외 현장 테스트 결과, 비교군(90일 후 발화)에 비하여 본 연구에서 제조한 발화방지제는 120일 이상 우수한 자연 발화억제 효과를 나타내었으 며 실내저탄장에서 50일 동안의 CO의 농도변화를 비교하여 CO 농도 제어 효과를 확인하였다. 비교군 인 석탄, 기존의 발화 방지 방법보다 우수한 결과를 확인하였다. 또한, 환경을 고려한 토양 및 수질 시 험, 작업 근로자를 고려한 발화방지제의 MSDS, 수질, 안 자극 등의 공인시험을 통하여 환경과 근로자 작업환경의 안전성 등을 연구하여 2024년부터 적용되는 실내저탄장용 석탄 발화방지제의 가능성을 확인 할 수 있었다.

El objetivo de este estudio es proponer la verbalización metalingüística como una manera de ayudar a los estudiantes de español como lengua extranjera a convertir el conocimiento explícito en implícito. En las aulas de la segunda lengua, la verbalización metalingüística suele ser realizada por los profesores o aparece en el libro de texto. Pero, en este artículo, nos centraremos en la verbalización metalingüística llevada a cabo por los alumnos y analizaremos sus efectos en la adquisición del español como lengua extranjera. En primer lugar, dividiremos la verbalización metalingüística en tres fases (input, reestructuración y output) y presentaremos las acciones del alumno que aparecen en cada fase. En segundo lugar, explicaremos cómo influyen estas acciones en la construcción del conocimiento implícito, basándonos en la reflexión metalingüística, el aumento de la conciencia gramatical, la hipótesis del reconocimiento, el constructivismo cognitivo, el aprendizaje significativo y la hipótesis del output comprensible. Como resultado del estudio, se ha demostrado teóricamente que la verbalización metalingüística realizada por los alumnos es una manera de aprendizaje útil que ayuda a formar el conocimiento implícito. Sin embargo, no se debe olvidar que los alumnos tienen que practicar los elementos lingüísticos meta para que puedan procesar automáticamente el conocimiento adquirido.

As the use of capacitors in electrical appliances and electrical control circuits increases, the related electrical fire is increasing. There are various parts such as resistors, coils, and capacitors that make up an electric circuit. Among them, the ignition of a capacitor with a temporary charging function is closely related to the structural characteristics of the capacitor. Capacitors can explode due to various reasons, and the high heat generated when they explode ignites the inflammable dielectric, which in turn burns the inflammable materials such as the surrounding electric wires and spreads into a fire. In this paper, the ignition mechanism is studied by conducting a reenactment experiment on the various probabilities that can be ignited in an electric capacitor, and the prevention measures to be applied to the fire prevention are presented.

This paper explores initiators of humor and the differing characteristics of humor these initiators use in elementary-level English classrooms in Korea. Forty-nine videotaped ordinary classes and interviews with four teachers were investigated. Teachers tended to make learners the subjects of humor, with this type of humor attracting students to participate in learning. Furthermore, teachers encouraged learners to pay more attention to the form of English language features by humorously revealing mispronunciations or expressions that learners could easily make mistakes with. Additionally, among learners, the primary users of humor were middle- to lower-level students. Teachers needed to build a safe environment for English underachievers who unintentionally made humorous mistakes so that they would not be mocked. Also, certain boys intentionally tried humor to get attention. It is noteworthy that teachers and learners jointly constructed humor by supporting each other. This conjoint humor reaffirms the importance of teachers’ reactions and attitudes towards pupils. By listening attentively and accepting learners’ remarks, teachers could make humorous, meaningful interactions. The current paper projects some pedagogical implications concerning how to use or deal with humor for foreign language teachers.

본 연구의 목적은 직시 표현의 올바른 이해와 사용이 성공적인 의사소통에 도움이 된다는 전제로 출발하여 교사와 학습자의 직시 표현 사용 양상을 확인하기 위하여 한국어 교실에서 이루어진 발화 전사 자료를 분석하여 교사와 학습자의 직시 표현 사용 양상을 살펴보는 데 있다. 직시(deixis)란 한 개인이 발화를 할 때 그 발화의 맥락을 이루는 요소들을 직접적인 언어 표현으로 가리키는 현상을 말하며 가리키고 지시하는 데 사용하는 언어적 형태를 ‘직시 표현’이라고 한다. 직시 표현은 표면적인 의미뿐만 아니라 직시 표현이 사용되었을 때의 발화 상황과 맥락을 이해하여야만 최종적으로 가리키는 바가 무엇인지를 명확하게 알고 성공적인 의사소통을 수행할 수 있다. 본고에서는 인칭 직시 표현, 시간 직시 표현, 장소 직시 표현을 중심으로 그 사용 양상을 살펴보았다. 세 가지의 직시 표현 중에서 가장 빈번하게 사용된 것은 인칭 직시 표현으로 42%를 차지하였다. 다음으로 시간 직시 표현이 30%, 장소 직시 표현이 28%순으로 나타났다. 인칭 직시 표현에서 1인칭 복수로 사용되는 ‘우리’가 44%로 가장 높게 나타났다. 시간 직시 표현에서는 ‘지금’이 45%로 가장 높게 나타났으 며 장소 직시 표현에서는 ‘이, 이거, 이것’이 40%, ‘여기’가 33%로 높은 비율을 차지하였다. 한국어 교실에서 교사와 학습자의 발화 분석을 통해 직시 표현의 사용 양상을 확인할 수 있었다. 앞으로 직시 표현과 사회적 직시 표현을 포함한 직시 표현의 사용 양상과 직시 표현의 사용에서 나타나는 의사소통의 장애 요인, 효과적인 직시 표현의 사용 방안 등에 대한 연구와 분석이 필요할 것으로 보인다.

This paper describes result of a study on safety against a fire of charging cable for mobile phone for vehicle. Combustion on the USB cable in the car was happened while driving. Gas coming from the burning USB cable could be a reason which can make a secondary car accident since the driver also can be embarrassed while driving. In order to prevent a secondary car accident connected on the road, to research a reason why USB cable can emit gas and be burned in charging. We did simulation test with abnormal fault condition for the electronic component on the board in the USB cable. So we get the result from abnormal fault condition simulation test, for instance, shorted test for output terminal of 8 pin switch, shorted test for chip resistor after thermal aging in the condition 25 ℃ , 93 % RH during 48 hours. To analysis the result of all test, Combustion on the USB cable was not the 8 pin but other electrical component such as a chip resistor. Therefore we guess that the reason for USB cable combustion in charging in a car was not 8 pin and a LED but another defective component.

The purpose of this study is to analyze how Korean and Japanese use disagreements and negative assessments to frame their actions a joke, and to examine the differences in framing strategies in natural conversation between friends. I have found the following differences between Korean conversations and Japanese conversations: (A) In Japanese conversation speech level shifts and formulaic expression were used as contextualization cues that signal a joke while Korean used personal pronoun shifts and in some case, negative assessments were uttered without apparent contextualization cues. (B) To avoid the possibility that their utterance is regarded as a face-threatening act, Japanese speakers shift a frame by clearly expressing that their utterance is a joke. As a result, hearers participate in the joke frame without being misled. On the other hand, Korean speakers frequently utter negative assessments without apparent contextualization cues and tend to rely on how hearers interpret the frame.

This study explores whether there are differences in the types and characteristics of teacher talk between primary English teachers with different degrees of teaching professionalism. Two primary English teachers who were different from each other in their teaching professionalism were selected. They both taught sixth grade students and used the same English textbook. The data for the study were collected while they both were teaching the same unit of the textbook. Their classes were video-recorded and their interaction was transcribed and analyzed based on the framework of ‘constructive’ and ‘obstructive’ teacher talk (Walsh, 2002). The results show that the two teachers differed in the amount of the use of ‘constructive’ and ‘obstructive’ teacher talk. The more professional teacher used more constructive talk while the less professional teacher used more obstructive talk, and the more professional teacher encouraged the students to engage in the interaction by using constructive talk, such as error correction, content feedback, scaffolding, and so forth. On the basis of these results, some pedagogical implications were made.

This study aims to examine the risk of electrical fire in places where electric heat wires are used. In general, the use of electric heating wires is becoming more common and prevalent in a bid to prevent increasing damage caused by freezing and bursting in residential water pipes, factory pipes and irrigation pipes in vinyl greenhouse and a variety of heat wire products are available in market with legal safety requirements imposed on them. However, the widespread use of anti-freezing burst heat wire products has caused increasing incidents of fire, which often fail to be incorporated into statistics due to quick onsite extinguishing and insignificant damage although damage is gradually on the rise. Against this backdrop, this study aims to look into the possibility of ignition caused by electric heat wires and the mechanism of how it turns into catching fire through overheat and short circuit tests for anti-freezing burst electrical heat wires (hereinafter called the ‘heat wire’) and expects to serve as the basis for further observations and analyses on the cause of fire and the process of ignition in a scientific manner.

본 연구는 ‘궁중비화’를 소재로 하고 있는 사극영화의 서사발화와 재현방식의 변화를 분석하여 사극영화의 장르적 관습을 살펴보고자 하였다. 연구를 위해 시대를 대표하는 세 편의 영화 <영원한 제국>, <왕의 남자>, <광해, 왕이 된 남자>를 선정하여 채트먼의 서사이론을 활용하여 분석하였다. 분석결과 서사발화에 있어서는 ‘사건’과 ‘시간’에 중점을 둔 서사에서 ‘인물’ 즉 캐릭터에 중점을 둔 서사구조로 변화했다. 이러한 변화는 최근 들어 두 가지 구조의 장점을 흡수하며 서사에 커다란 사건과 매력적인 인물을 동시에 발화시키는 방식의 전환을 통해 좀 더 복잡한 구조를 보이는 것으로 나타났다. 한국 사극영화의 이 같은 서사구조의 변화는 시대적 요청에 의해 관객들의 수용형태를 고려한 영화장르의 전략적 변화라 할 수 있다. 영화에서 보이는 재현양식들을 살펴 본 결과 한국 사극영화의 서사는 다양한 담화적 방식을 통해 구체화되었다. 화면비율의 변화에 따라 영화는 영상미학적 발전을 이루었으며, 카메라 연출, 촬영기법의 변화, 감각적이고 세련된 영상미, 그래픽을 활용한 다양한 기술적 요소들은 사극영화의 서사와 이미지의 재현을 사실적 묘사를 통해 관객과 소통하고자 시도하였다. 결국 사극영화에서 보이는 서사와 재현양식의 변화는 역사적 사실성과 영화적 리얼리티를 구체화시키고 강화하기 위한 방식으로 양식체계의 발전을 이루었다. 나아가 변화를 통해 현실정치를 비판하고, 시대가 요구하는 정치적 견해를 작가적 메시지로 재현하며 영화의 예술적 창작기능과 사회적 기능을 발현시켰다.

This study is about determination of fire origin by using analysis of shadow that was recorded CCTV data at the fire scene. This analysis is based on straight and radiate nature of light. At fire experiment with about 1m flame, we conformed that 2-dimensional extension line is focused at the bottom of the fire. If the fire is burning at the same level with shadow, it indicate the point of origin exactly. In 3-dimensional analysis that connect extensional line between distinctive points the shadow and the objet, the line focused in the Ø 50cm-circle. We estimate the reason of that is because of the character of combustion of gases. The line indicate not the point of origin but the flame that is over the point of origin. thus, you have to consider the line indicate the flame when you do 3-dimensional analysis.

It's long been noted that a serious discrepancy exists between elementary school English classes and middle school English classes. This study explores the differences in the teacher talks of elementary and middle school classrooms. To this end, three elementary school English classes and three middle school English classes are tape-recorded, and their teacher utterances are analyzed according to forms of utterances, functions of utterances and language types. The result shows that elementary school English teachers use significantly more command forms and feedback than middle school English teachers while they use significantly more non-class related utterances more than elementary school teachers. They utter class-related managerial and disciplinary categories significantly more than middle school English teachers while they do miscellaneous categories significantly more than elementary school teachers. In terms of languages teachers use in the classroom, elementary school teachers speaks English significantly more than middle school English teachers. Elementary school teachers tend to use plain Korean to individual students while using formal Korean to the whole class. Middle school teachers tend to use formal Korean irrespective of whole group, small group and individual students.

Jeon Ji-eun. 2014. A Study on Key Words Analysis according to Social Variables of Gender and Age using Sejong Korean Spoken corpus. The Sociolinguistic Journal of Korea 22(1). This study shows how a key words and key clusters analysis offers an empirical data of the significant characteristics in social variables of gender and age based on Sejong spoken corpus. “Key words” is a term for statistically significant lexical items which are most frequent in a given corpus compared with other corpus as a reference (Scott 1999). We also extend the keyness concept to word combinations, clusters which are found repeatedly together in each others' company, in sequence. We use the KeyWords facility in WordSmith tools (Scott 2012) which has been used in several studies as means for describing the characteristics of social variables. We extract (1) the male and female key words/key clusters in public and private speech, (2) the 20s and over 30s key words/key clusters in public and private speech. Therefore, we found that these empirical investigations verify the lexical saliency of utterance by gender and age. The gender key words show more prominent features than age key words. Moreover, The key words analysis is more efficient than key clusters analysis in sociolinguistic studies. This study is illustrative of the potentiality of the corpus-based research on social differentiation in the use of language.

의사소통 과정은 같은 공간과 시간에 존재하는 청자와 화자의 상호작용이다. 각 의사소통 과정에 참여한 사람은 청자와 화자의 역할을 바꿔 가면서 대화를 통해 기대하는 것을 충족시키고자 노력하는 것을 볼 수 있다. 청자는 화자로부터 전달된 메시지에 대한 피드백으로 화자의 후행 발화의 내용 및 길이, 방향 등에 영향을 미친다. 화자는 청자로부터 자신의 기대에 맞는 반응을 얻으면 처음에 계획했던 발화의 양을 늘리거나 또 다른 발화로 연결하면서 대화를 이어나갈 수 있게 된다. 반면에 화자의 발화 후 청자로부터 적절한 피드백이 돌아오지 않으면, 처음 계획했던 발화의 내용을 줄이거나 대화가 단절되는 등의 결과를 낳게 된다. 외국인 학습자들은 수업 시간 외에도 다양한 관계의 한국인들과 만나며 대화하는 일상생활이 존재한다. 성공적인 학교생활을 위해서도 여러 사람들과 정보를 주고받아야 할 뿐만 아니라 자신이 만나고 있는 사람들과 친분관계를 유지하면서 외국인이 아닌 한 인간으로서 ‘즐거운 대화’를 나눌 수 있어야 한다. 특히 비대면의 대화 상황에서는 청자가 반응을 보이지 않으면 화자는 청자가 이야기를 듣고 있는지 확인할 수 없기 때문에 청자의 역할이 매우 중요해진다. 이에 본 연구에서는 한국인이 친숙하지 않은 관계인 사람과 협조적인 대화를 나눌 때 어떤 ‘대응 발화’를 하는지 살펴보고자 하였다. 이를 위해 라디오 진행자와 청취자와의 통화 내용을 분석하였다.