초기 이욱 사는 전통적인 화간사의 風格을 계승하여 완약하다. 그러나 이욱이 군 주가 된 후 나라가 점점 기울고 부인과 자식이 죽으면서 그의 사풍은 깊은 인생의 감회를 담게 된다. 만년에는 남당이 멸망하고 송의 포로가 되어 변경으로 압송되어 유배 생활을 하게 되면서 이욱 사는 더욱 심오한 의경을 창출하게 된다. 이것을 시 공간적 측면에서 고찰해보면 이욱이 평화로운 생활을 할 때의 작품들은 그 묘사대상 이 바로 곁에 있고 모든 생활이 궁정 속에서 이루어지고 있어 자신의 생활과 묘사하 는 모든 대상이 시공간적으로 큰 이격이 발생하지 않는다. 그러나 이욱이 군주가 된 후 사랑하는 사람들이 죽자 그의 사에는 이승과 저승이라는 시간적 이격이 나타난다. 이러한 시간적 이격은 이욱 사의 풍격을 한 단계 더 높이고 있다. 다시 남당이 멸망하고 이욱이 포로가 되어 쓴 사들은 시간뿐만 아니라 공간적으로도 큰 이격이 발생한다. 이욱사는 시간과 공간의 이격이 점차 커지면서 더 깊은 서정성을 갖추고 뛰어난 의경을 창출하고 있다. 본 연구는 시공간적 이격 확대로 인한 이욱사 풍격의 변화를 살펴보았다.

Kim, Myung-hee. 2016. “A Study on Style Shift between Honorific and Plain Language in Korean”. The Sociolinguistic Journal of Korea 24(3). 95~123. This study examines the mixed use of honorific forms (nophim-mal) and plain forms (pan-mal) by Korean speakers in task-based conversations. The data taken from ‘Mr. O Corpus’ relate to 20 pairs of Korean female speakers, 10 teacher-student (T-S) pairs and 10 student-student (S-S) pairs. A close examination of the data shows that most speakers alternated between the two forms, even within a single turn of talk, with partners with status differences. It seems that the frequent style shift shows the complexity of the phenomenon and the speakers’ sensitivity to the immediate context, as well as the societal norms that possibly constrain them. The results show that the speakers’ choice to use an honorific form or plain form has mainly four functions, three of which are interactional using honorific forms: (a) use of plain forms in self-directed or spontaneous talk, (b) use of honorifics to involve the addressee in the interaction, (c) use of honorifics to index identity, and (d) use of honorifics in confrontational interactions. Based on these results, it is claimed that Korean speakers strategically use honorific language as “relationship markers” in their interactions. (177)

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.