Earticle

초록

영어

The increasing use of generative artificial intelligence (AI) in language education has expanded learners’ access to linguistic resources and alternative language expressions. However, the ability of AI to generate linguistically appropriate language does not necessarily lead to meaningful learning. This study therefore analyzes creative meaning construction in advertising discourse and develops a corpus-informed teacher scaffolding framework for AI-assisted creative language learning. A corpus-informed qualitative content analysis was conducted on 100 English-language advertising texts from ten global brands across four domains: automotive, sports, luxury/fragrance, and technology. The texts were analyzed to identify recurring patterns of creative meaning construction and the linguistic features through which advertising discourse extends meaning beyond literal product descriptions. The identified features were subsequently interpreted in relation to potential learner meaning-making demands and mapped onto pedagogical scaffolding functions. The analysis identified five major patterns of creative meaning construction and six major linguistic feature categories: metaphor, personification, identity construction, sensory imagery, conceptual blending, and linguistic deviation. Based on the pedagogical interpretation of the meaning-making demands associated with these features, four complementary teacher scaffolding functions were conceptually developed: analytical, cognitive, creative, and reflective scaffolding. These corpus-informed scaffolding functions were subsequently organized into a four-stage framework consisting of exploring, interpreting, creating, and evaluating. The proposed framework conceptualizes generative AI as a mediational resource rather than a replacement for teacher guidance. It suggests that teachers can guide learners in critically interpreting AI-generated language and transforming linguistic resources into context-sensitive and creative expressions. Because the framework has not yet been empirically validated, it is presented as a corpus-informed pedagogical framework that provides a basis for future classroom-based research on teacher-mediated AI-assisted creative language learning.

목차

Ⅰ. Introduction
Ⅱ. Literature Review
A. Advertising Discourse and Creative Meaning Construction
B. Scaffolding and Teacher-Mediated Meaning Construction in AI-Assisted Language Learning
Ⅲ. Methodology
A. Research Design
B. Corpus Construction and Data Selection
C. Coding Framework and Analytical Procedure
D. Trustworthiness of the Analysis
E. Development of the Pedagogical Framework
Ⅳ. Results
A. Creative Meaning Construction in the Advertising Corpus
B. Teacher Scaffolding Patterns for AI-Assisted Creative Language Learning
C. Development of a Proposed Framework for AI-Assisted Creative Language Learning
Ⅴ. Conclusions
References
Abstract

키워드

저자

• Bong-Gyu, Kim [ Professor, Mokpo National University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820