In this paper analyzed the features of how native Korean speakers (K) and native Vietnamese Korean learners (VKL) organize the Apology conversation, focusing on the functional phase. Based on the discourse analysis, a role play was conducted to collect data. In order to investigate the influence of social variables (social status, intimacy), learners' mother tongues and learners' Korean proficiency, different social variables were given in role-play situations, and learners' Korean proficiency was limited to intermediate and advanced levels. The results of analyzing conversations focusing on ‘Error Checking–Apology-Apology Acceptance’, which is the intermediate phase of Apology conversation, are as follows. First, in the Error Checking Phase, K tended to make indirect or preliminary remarks. In contrast, VKL immediately presented communication purposes, and advanced VKL tended to use indirect speech and additional statement. Second, in the Apology phase, the higher social status the other party has and the lower intimacy the two speakers has, the more passive K were. Interestingly, VKL showed the same pattern. For intermediate-level VKL, it was observed that the dialogue sequences were not completed. Third, in the Apology Acceptance phase, K repeatedly expressed apologies through complex dialogue sequences. However, VKL performed a concise conversation by simple dialogue sequences, and the intermediate-level VKL expressed ‘relief’ and ‘gratitude’.

From a conversation-analytic perspective, this paper analyzes the “committal” suffixes ci and cianha used as “pseudo-tags” in Korean conversation, which render the utterance they mark a request for confirmation (RfC) formatted in the form of a polar declarative question. The focus is given to examining differences ci and cianha as constitutive of mutually related but distinct forms of RfC, particularly in terms of the ways in which the confirmable is formulated and intersubjective understanding is solicited and negotiated. It is proposed that the RfC formatted with the pseudo-tag ci indexes the speaker’s orientation towards having the recipient help him/her “raise commitment” to the factually ascertainable character of shared information. Its use organizes recipiency in such a way that the recipient’s confirmation is solicited collusively. The RfC formatted with cianha, by contrast, furnishes the speaker with a discursive resource for engaging the recipient in a negotiatory process, prodding him/her to raise his/her “momentarily latent” commitment. With the confirmable grounded in general/shared knowledge, the use of cianha has the import of organizing a range of “attendant activities”, such as appeasing, whining, rebuking, etc.

In recent years, the significance of small talk in institutional context has been receiving considerable attention in the field of sociolinguistics and communication studies. While scholars seem to agree on its social functions that facilitate the accomplishment of the institutional goal of the encounter by “oiling interpersonal wheels”, the wide range of interpersonal relationships enacted in small talk in institutional encounter has not been subject to rigorous research attention yet. By applying Conversation Analysis (CA), this study compares small talk in an on-campus coffee shop within two different interpersonal relationship groups: new customer-barista and regular customer-barista. Data were drawn from 35 video recordings of service encounters interaction involving both native and non-native English-speaking customers at a college-sponsored café. The findings show that small talk with a new customer strictly adhered to coffee-related topics and tended to be quickly curtailed by one or both interlocutors, as suggested by the alignment of their institutional roles of barista-customer. In contrast, small talk between a regular customer and a barista consisted of exchanges on a wide variety of topics. This finding suggests that the topic of conversation is a potential indicator of relationship through a shift of alignment to the interactional roles of ‘friend-friend’.

본 논문은 중국어 교재 및 대본을 대상으로 대화문에서 没关系와 没事을 분석하 여, 교육적 제언을 제시하는 데 목적이 있다. 2장에서는 연구방법을 제시하고, 3장과 4장에서는 중국어 교재 25권과 대본 25편을 대상으로 没关系와 没事의 사용 상황을 분석하였다. 실제 생활에서 빈도수가 높은 没事는 교재에서의 빈도수가 낮은 반면, 대본에서는 매우 높았다. 교재에서의 没关系는 출현 빈도수가 비교적 높았으나, 쓰임 이 다양하지 않았다. 5장에서는 분석을 바탕으로 교육적으로 어떻게 지도하면 좋은 지에 대해 간략하게 제시하였다.

The conversation analysis approach of using audio and video recordings of naturally occurring conversation contrasts with other methods of collecting data in the social and cognitive sciences. This paper intends to describe the ways in which conversation analysts collect their data suitable for analysis, including the steps involved in preparing to record, the recording of naturally occurring social interaction, and also the processing of recordings after they have been made. Before actually making the recordings, researchers must first choose what type of conversation they will collect and what device to use. Researchers also need to obtain consent for recording from the participants in a conversation analytic study. While making the recordings, researchers must figure out many practical issues such as who, when, how, what, how much, and where to record. After recording, researchers need to store data in audio or video formats. Researchers also archive it, using codes for identification that facilitate later finding, quoting and retrieving of any file. This paper focuses on these choices as they are made before, during, and after recordings and places specific emphasis on the effects these choices have on the recordings. It also illuminates how these techniques are closely related to the methodological and theoretical assumptions of the conversation analysis approach.

This paper on language learner strategies utilizes a little used quantitative, datamining technique called cluster analysis to investigate characteristics of groups of South Korean learners of English. After 71 students in three first-year university liberal arts English conversation courses completed the Strategy Inventory for Language Learning (SILL), and the number of learning strategies was reduced from 50 to 26 based on standard deviation (SD) results, the non-hierarchical (K-means) 3-cluster procedure was applied to the self-reported data. Following statistical analysis, each of the three cluster groups could be profiled according to achievement scores. At this point, six items emerged as particularly meaningful with regard to the latter, including direct strategies (a memory one and a cognitive one) and indirect strategies (two affective and two metacognitive). These strategies and their significance with reference to the local context as well as results previously reported in the literature are discussed. Finally, limitations of the study and implications for future research using cluster analysis are reported.

The purpose of the present study is to learn about English conversation instructors, in particular, to find out (1) who they are; (2) how they cooperate with English teachers at schools; and (3) what needs they have to serve better as English teaching staff at schools. An online survey was administered to all English conversation instructors at elementary and secondary schools in Korea. Around 4,630 English conversation instructors- 2,920 at elementary schools and 1,710 at secondary schools- participated in the study. The collected data were analyzed: (1) to describe the characteristics of English conversation instructors; (2) to examine how they are sharing teaching duties with English teachers; and (3) to assess the needs for their competency development. The needs of English conversation instructors were analyzed by calculating the gap between the current competence and the expected competence. The difference of English conversation instructors competence development needs at the elementary level and at the secondary level were then further analyzed through Analysis of Variance. The results of this study can be used as basic data to establish the training system for English conversation instructors’ competence development.

This study examines the use of kulay(yo) as a response token in spontaneous Korean conversation. The data for the study include approximately five hours of Korean casual conversation and the analytic framework is conversation analysis. Based on its cooccurring prosody patterns, the use of kulay(yo) is divided into two types: the one with falling or continuing intonation and the other with upward intonation. The former type mainly occurs in acknowledgements, the identification and recognition sequence of phone openings, and phone preclosings and closings. The latter type is found in contexts such as informings, counterinformings, and interactionally delicate action sequences mainly as news receipts. The results show that kulay(yo) is used in various interactional contexts, reflecting how the recipient of the prior turn's talk deals with delicate actions and carefully marks his/her stance with it.

Kim, Kyu-hyun. 2004. A Conversation Analysis of Korean Sentence-Ending Modal Suffixes -ney, -kwun(a), and -ta: Noticing as a Social Action. Sociolinguistic Journal of Korea, 12(1). Drawing upon H. S. Lee's (1993) cognitively-oriented research on the functions of three sentence-ending modal suffixes in Korean that are used to express newly perceived information, -ney, -kwun(a), and -ta, this study analyzes the distinct meanings of these suffixes from a conversation-analytic perspective (Sacks et al. 1974). The suffix -ney is used in the context in which the speaker notices a referent/event and makes an assessment on the spot in such a way that the speaker's stance displayed through the action is formulated as something that is to be immediately oriented to and contingently taken up by the hearer. In contrast, the suffix -kwun(a) is used when the speaker is mainly oriented to displaying a stance congruent with the prior talk. The action it organizes is often limited to acknowledging a point of the prior talk or having the hearer acknowledge the speaker's observation, often with a salient topic-curtailing and sequence-terminating import. The suffix -ta tends to orient the hearer to the next stage of the speaker's action (e.g., suggestion, warning, offer, etc.) to whose directive force the hearer is variably implicated as a beneficiary/facilitator. The interactional account offered in this paper is shown to complement Lee's cognitive account, with emphasis placed on examining the ways in which these suffixes are used as resources for organizing distinct types of social action.