Earticle

Thematic progression has been widely used as an important factor at a discourse level in L1 writing instruction. (Fries,1983; Danes,1974; Halliday & Hasan,1976). However, little research has been done on the thematic structure in L2 writing practice and pedagogy. The purpose of the present study is to introduce the concepts of Theme and Rheme, which contribute substantially to the thematic progression in a written text and to suggest the relevant evaluation process and revision strategies. For the purpose of this study, 24 student-written essays were analyzed in comparison with linguistic corpora of experienced writers, with focus on thematic progression. The finding suggests that the examination of Theme and Rheme revealed in student-written drafts proved useful for the analysis and revision of student writing. Furthermore, through this empirical analysis, college students could direct their explicit attention to thematic progression, an important factor in maintaining the coherence of a text. Finally, pedagogical implications for EFL writing at the discourse level of texts were discussed.

This study presents an analysis of coherence in interpreting output using rhetorical structure theory(RST). An English speech (ST) was interpreted into Korean by ten interpreting students, which were then transcribed for RST analysis. Each text was segmented into elementary discourse units, and relations were assigned to text spans based on the four fields of RST relation definitions. RST annotation tools were employed to create RST trees for each text analyzed. Three features of RST trees were selected and used in describing coherence in interpreting outputs. First, the depth of RST trees of TTs were observed. As the depth of each RST tree indicated the degree of hierarchical organization of ideas, a TT with a deeper tree was deemed to represent more advanced interpreting skills. Second, occurrence of a non-sequitur was discovered in a TT and its impact on the overall texture was explained by using the RST tree which starkly visualized non-sequiturs as unconnected root nodes. Finally, RST relations contained in the ST were compared with those in TTs in order to describe interpreting accuracy on the level of coherence. Comparison of top-level schemas in the ST and the TTs provided a simple and clear way of identifying coherence shifts between the original and the interpreting outputs.

본 연구는 한국어 학습자의 쓰기 텍스트에 응집성 중심으로 피드백을 제공할 수 있는 구체적인 방안을 모색하는 데 목적이 있다. 어휘와 문법의 정확성만큼이나 주제와 관련된 적절한 내용이 긴밀하게 조직되어 있는지, 즉 텍스트의 응집성 또한 좋은 글을 만드는 중요한 요인이 되기 때문에 학습자의 한국어 쓰기 능력 향상에 도움을 주기 위해서는 형식적 측면만큼이나 내용적 측면에 대한 구체적이고 명시적인 피드백이 이어져야 한다. 이에 텍스트 응집성 중심의 쓰기 피드백의 원리로 주체성, 상호작용성, 구체성을 상정하고, 이들 원리를 실현할 수 있는 쓰기 피드백 모형을 구안하였다. 내용의 적절성은 Levinson의 대화 함축 중 I-원리와 Q-원리에 기반하여 피드백이 이루어질 수 있고, 내용이 조직성은 주제부와 설명부를 중심으로 내용 전개의 연쇄성을 도식화한 Daneš(1970)의 주제부 전개 유형 분석을 활용하여 확인할 수 있다. 이를 기반으로 구안된 피드백 모형으로 중급 한국어 학습자가 생산한 쓰기 텍스트를 분석하여 텍스트 응집성 중심의 쓰기 피드백의 실제를 보였다. 이러한 피드백 모형은 학습자의 쓰기 능력을 정확하게 진단함으로써 궁극적으로 쓰기 능력 향상을 위한 도구로서의 피드백이 제 역할을 수행할 수 있게 할 것으로 기대된다.

This study is aimed for seeking feedback in coherence of writing text by Korean learners. In order to improve learner’s writing ability, specific and explicit feedback must be provided about the informational aspect as well as the formal aspects. In order to provide feedback on learer’s text, I designed feedback model based on three principles: independence, interactivity and concreteness. The adequacy of the contents are reviewed that consist of proper contents for subject, providing sufficient information, or providing unnecessary information. It could be considered based on Levinson’s conversational implicatures. Also, Daneš(1970)’s analysis, which is schematized on the center thema and rhema, of Thematic Progression Patterns is provided in order to ascertain whether contents are organized closely or not. Applying these two theory, this thesis provided an objective and explicit feedback to writing text by focusing on coherence which is provided intermediate Korean learners. Eventually, this feedback is expected as a method to improve by diagnosis of learner’s writing ability.

This study aims to analyze the aspect of coherence realization of narrative discourse of female marriage immigrants. Considering that discourse structure and cohesive devices are engaged in the coherence of discourse, this study attempts to examine the aspect of structure development of narrative discourse and the utilization of reference and conjunction. The participants in the study are intermediate and advanced-level female marriage immigrants. The analysis results of this study can be summarized as follows: (1) the female marriage immigrants selectively contained [abstract] and [evaluation] while essentially containing [setting], [complicating action], [resolution] when comprising narratives; the coherence of discourse was found to be disrupted due to insertion of extraneous contents, lack of information, excess of information, or delaying of the introduction utterances; (2) the use of cohesive devices was concentrated in a particular expression. Suggestions based on the findings of the study are provided.

우리는 시인 윤동주를 유고시집 『하늘과 바람과 별과 시』를 통해 만나왔다. 그리고 오늘날은 시집에 담긴 윤동주의 시 텍스트를 배경으 로 영화, 연극, 뮤지컬 등 다양한 매체로 시인 윤동주와 그의 시가 재 현되고 있다. 특히 최근에는 영화 「동주」(2016) 개봉 이후, 시인 윤 동주에 대한 재조명이 활발하게 이루어지고 있다. 이는 모두 시 텍스 트를 바탕으로 변용된 양상이다. 텍스트로서 윤동주 시는 한편으로는 독자적인 텍스트가 되며 그 텍스트는 하나의 망(Network)을 형성하며 작품 전체로서 보다 큰 망을 그리기도 한다. 본고는 보그란데·드레슬 러의 일곱 가지 텍스트성 중 결속구조와 결속성을 중심으로 윤동주 시를 분석하였다. 이는 시 텍스트자체의 단편적인 해석을 지양하고 텍 스트-담화 층위를 바탕으로 분석하는 데에 의의가 있다. 특히 시는 텍 스트의 특징상 결속구조가 다소 완전하지 않으며, 그 결속성의 의미도 모호하다는 오해를 받기 쉽지만, 결코 그것이 좋지 않은 텍스트로 평 가받는 것은 아니다. 텍스트언어학적 관점에서 시를 분석하는 것은, 시의 의의를 밝히고 그 이면을 공감함으로써 보다 깊은 시인의 세계 관을 이해하는 데에 도움을 줄 것이다.

We have met poet Dong-ju Yun through posthumous collection of poems "Heaven and Wind and Stars and Poems". Today, Dong-ju Yun and his poetry are being reproduced in various media such as movies, plays, musicals, etc. Especially after the opening of the movie "Dongju" (2016), the poet Dong-ju Yun is actively researched. This is all a variation on the basis of poetic text. As a text, Dong-ju Yun has a unique text on the one hand, and the text forms a network, and the whole work draws a larger net. This paper analyzed Dong-ju Yun's poetry on the basis of cohesion and coherence among the seven textualities of Beaugrande Dressler. This implies that the interpretation based on the text - discourse level is not enough to avoid the fragmentary interpretation of the text itself. In particular, poetry is susceptible to misunderstanding that the structure of the text is somewhat incomplete, and that the meaning of its cohesion is ambiguous, but it is not always appreciated as a bad text. Analyzing poetry from a textual linguistic point of view will help to understand the world view of a deeper poet by revealing the significance of poetry and reemphasizing it.

예비교사의 현장 역량 강화를 위해 학교현장실습 기간을 한 학기로 확대하는 학교현장실습학기제가 시범 운영되고 있다. 이러한 시도는 교원양성과정에서 실습을 강조하는 국제적 흐름을 반영하고 있다. 본 연구에서는 실습 중심 교육과정의 방향을 면밀히 탐색하기 위해, 중등교사교육 분야에서 동료평가가 우수한 미국 5개 대학의 학부 교육과정을 분석하여, 실습 중심 교사교육이 교육과정에 어떠한 방식으로 구현되고 있는지를 살펴보고 이를 한국 교원양성 교육과정과 비교하였다. 분석 결과, 미국 5개 대학은 교과교육과 교직과목의 비중이 높고, 교육과정의 정합성을 확보하기 위해 필수 이수 체계를 명확히 하며, 각 기관이 지향하는 교사상이나 교육적 가치를 반영한 과목을 포함하고 있었다. 또한, 이론과 실습을 병행하는 동시적 모델을 일반적으로 적용한다는 특징을 나타내었다. 반면, 한국 교원양성기관의 교육과정은 교과 내용 과목의 비중이 높고, 각 기관이 강조하는 교사상을 반영한 교직과목을 찾아보기 어려우며, 이론과 실습을 분리하는 순차적 모델이 주로 운영되고 있었다. 본 연구 결과는 한국 교원양성체제의 질적 개선을 위한 노력이 단순한 실습 기간의 양적 확대에 머물지 않고 전반적인 교육과정의 재검토로 나아가야 함을 강조한다. 아울러 향후 개혁에서는 교과교육과 교직과목의 비중, 교육과정의 정합성, 이론과 실습의 연계적 운영을 고려할 필요가 있음을 시사한다.

Recently, Korea introduced a teacher education reform that extends student teaching to a full semester in order to strengthen the competencies of preservice teachers. This initiative reflects the global trend emphasizing the clinical component of teacher education; however, the reform primarily concentrates on the duration of the clinical component, without sufficiently addressing the overall curriculum. This study analyzes the undergraduate curricula of the five secondary teacher education institutions in the United States to examine how the emphasis on clinical teacher education is enacted in their curriculum and compares the curricular features with those of Korea’s teacher preparation programs. The analysis revealed that U.S. teacher education institutions allocate a larger proportion of coursework to professional education, which includes subject-specific methods and education courses. They also establish a coherent and structured course sequence, provide courses that reflect the vision and professional identity they emphasize, and generally adopt a concurrent model that integrates theory and practice throughout the program. In contrast, Korean programs devote more credits to subject matter knowledge, rarely offer courses explicitly aligned with institutional visions and professional identity, and primarily follow a sequential model that separates theoretical courses from field experiences. These findings illustrate how clinical teacher education is embodied in curriculum design and highlight specific curricular features that aim at enhancing teacher expertise. The study concludes that improving the quality of Korea’s teacher preparation requires more than simply lengthening student teaching. Future reforms would need to take these three key curricular features into consideration: strengthening professional education, enhancing curricular coherence, and promoting concurrent models that integrate theory and practice.

The present study compares two Korean subtitle versions of the movie Truman Show, placing a special emphasis on the concept of cohesion between acoustically presented verbal signs and visually presented verbal and non-verbal signs in screen translation. One of the two versions is a Korean subtitle available on DVD, Blueray, and other online video streaming services; the other one is subtitle produced by and used only for Korea Educational Broadcasting System, or EBS. Generally, EBS versions of Korean subtitles are well known among movie fans in Korea as providing a relatively faithful rendering of films’ dialogues. Overall, unlike the DVD version, the EBS version seems to have been translated in a way that enables the viewers to connect what they read to visually conveyed information thanks to the intersemiotic cohesion established between two codes, i.e. sound and image. Needless to say, this intersemiotic cohesion contributes to the coherence of the text as a whole.

Using the translated text of Your Republic Is Calling You, a Korean novel, the paper studies the impact of the explicitation strategy between Korean SLT and Chinese TLT. This paper is an attempt to categorize explicitation in translation based on Klaudy's explicitation types. First, the paper explains what strategies are used in translating Korean literature into Chinse. To examine this question, the researcher conducted a text analysis using data extracted from Korean SLT and Chinese TLT based on Klaudy's explicitation types. The text analysis results find that the translator clearly reveals the meaning inherent in the original text and transfers the SLT’s implicit context into excessively explicit expressions. It is hoped that this paper might contribute to analyzing Korean-Chinese translation strategies and developing cooperation between target language translator and source language native.

Transcoding as a strategy of interpreting has been long neglected since Seleskovitch(1968) advanced “theorie du sens”. However, the results of an interpreting act clearly show that both strategies of interpreting, namely transcoding and reformulation (on the basis of interpreters' own non-verbal concept), are at work. This study was aimed at exploring 1) to what extend a text is exactly transcoded in simultaneous interpreting and 2) what kinds of words (regarding word classes, functions and the like) we could observe in this part from the textual interpretation. Four German-Korean interpreting trainees translated six German speeches simultaneously into their mother tongue, Korean. Analyses of these 24 texts – especially regarding two questions described earlier - yielded results as follows: 1) The proportion of transcoded text (complex sentences) lies between 54.36~72.96% and higher than we expected according to “theorie du sens”; and 2) Following categories of words have been observed to be often transcoded: proper nouns > numbers > figurative/emotional words. Conjunction and predicate also showed a high rendition rate. Numerous factors can influence which words are to be transcoded, in which part of a text. Those variables can be explained, however, with a single concept of cognitive resources of interpreters.

This paper aims to analyze the pattern of learners' note-taking skills in the Korean-French consecutive interpretation. Data used in the analysis are (i) the quantity of note-taking as well as interpreters' choice of note taking formality (language vs non language), (ii) interpreters' choice of language (source language, target language or others) and (iii) the way they note the components of the discourse (word, phrase, clause, or sentence.) The study shows that learners experience difficulties in maintaining consistency in the notes and their reception/ production of the notation text is personal. Learners' notes revealed lack of accuracy, as well. Given the crucial role note-taking takes in consecutive interpretation, the author proposes to systemize note taking lectures focusing on correctness, clarity and concision.　In the end, the author suggests that customized training should be provided to the learners.

The analysis on the conversations was focused on how non-native English speakers and native English speakers can communicate with each other and applied to the English classrooms. This study has been on mainly conversation analysis, context, speech act and maxims of conversation, coherence and cohesion, models of interaction, negotiation of meaning, and schema theory. Through this analysis, this study gives teachers some implications to their English classrooms. First, teachers need to teach as a discourse level by using authentic materials. Second, teachers should employ pre-activities in order to utilize the contexts or activate schema. Third, teachers should try to encourage interactions between a teacher and students or among students. Lastly, teachers need to teach cohesion and coherence during the class.

비준에 성공한 리스본 조약에 따라 유럽연합의 외교안보정책을 담당하는 고위대표직의 역할범위가 정해졌다. 이 역할은 새로 설립된 유럽연합의 외교단 기구, 즉 유럽 대외행동부 (European External Action Service)를 통해 지원된다. 유럽연합의 새로운 대외활동 기구의 초석으로서 유럽 대외행동부는 유럽연합의 가치와 이익을 증진하고, 유럽연합과 다른 국가들과의 관계에 있어 협력과 통일성을 유지할 수 있도록 현대적이고 조직적인 대외정책을 수행해야 한다. 유럽 대외행동부는 유럽연합의 위원회들과 회원국가들의 힘을 결합하여 새롭고 통일적인 유럽의 외교정책을 성공적으로 이끌어내야 하는 사명을 갖고 있다. 그럼에도 불구하고 유럽연합 (EU)은 여전히 국제 무대에서 한 목소리로 의견을 표명하지 못하고 있는데, 이 문제에 대하여 본 연구는 살펴보고자 하며, 이를 신자유주의 제도주의 이론을 기반으로 살펴보고자 한다. 유럽의 외교안보정책을 담당하고 있는 유럽 대외행동부와 관련된 문제들, 즉, 비용분담의 문제, 외교분야의 정보기능 부족, 조정 기능의 부족 및 명확하지 않은 책임소재 그리고 불충분한 규율 기능 등을 짚어보고, 이러한 문제들 에 대한 정책 방안을 살펴보고자 한다.

With the entry into force of the Lisbon Treaty also the new office of a High Representative for Foreign Affairs and Security Policy was institutionalized. The High Representative is supported by a newly established diplomatic corps, the European External Action Service. As the cornerstone of a new EU foreign policy the EEAS should be a modern and operational external service that is able to promote the values and interests of the European Union and to ensure coordination and coherence in the EU's relations with the rest of the world. Having the headline goal to navigate a new coherent European foreign policy on the road to success, the service’s task is to combine the competencies of the Commission, the Council and the member states. The present work deals with the question of why the European Union still does not speak with one voice on the international stage. To analyze this research question, the theory of neoliberal institutionalism is used. By doing so, the existing problems of the EEAS, like the lack of burden sharing, a deficit with respect to the function of information, the shortage of the function of coordination due not clearly defined areas of responsibility and the absence of the function of disciplining will be determined. Finally, solutions to the aforementioned issues will be shown.

경찰청의 보도자료는 전체 구조의 형식뿐만 아니라 문장·문단 구성 등의 미시적 구조에서 타 기관의 보도자료와는 다른 독특한 특징을 보여준다. 이에 본고에서는 경찰청 보도자료 구 조가 지닌 특성을 살펴보고 경찰청 보도자료의 텍스트성을 거시적 관점과 미시적 관점에서 분석하였다. 경찰청 보도자료는 ‘‘머리말-표제-내용(전문-본문-전망-부가 설명)-붙임-꼬 리말’로 구성된다. 이중 머리말은 보도자료의 장르 기반적 특성을 보여주는 부분인데, 일반적 인 보도자료의 머리말에서 발신 정보와 수신 정보, 자료 정보, 사용 정보 등이 제공되는 것과 달리 경찰청 보도자료의 머리말에는 ‘수용자, 사용 정보, 작성일’ 정보가 누락되어 있다. 표제 의 경우, 단순 표제는 대부분 명사로 끝맺음하고 시간 표현이 나타나지 않지만 복합 표제에서 는 두 표제 중 서술형의 형식을 취하는 표제에 시제가 표현되기도 한다. 내용 부분은 사건을 개략적으로 소개하는 전문, 내용을 상술하는 본문, 사건에 대한 경찰청의 전망이 이어지는 구 조로 이루어져 있다. 여기에 새로운 개념을 정의하거나 기관에 대한 정보를 상술하는 부가 설 명이 추가되기도 한다. 또한 ‘붙임’과 담당자의 연락처를 알리는 ‘꼬리말’이 순차적으로 텍스트 를 구성하고 있다. 한편 경찰청 보도자료의 구조 분석을 바탕으로 텍스트 전체의 응결성과 응집성을 분석하 였는데, 그 결과 텍스트의 응결성과 응집성은 표제와 내용 간, 또는 내용의 하위 단위들 간의 의미적․문법적 연관 관계를 통해 확보될 수 있음을 확인하였다. 특히 텍스트의 응집성은 1) ‘표제’가 ‘내용’의 핵심 정보를 담고 있는가, 2) 표제에서 내용으로 이어지면서 서술의 내용이 구체화되는가를 기준으로 검토하였는데, 경찰청 보도자료에서는 위의 두 가지 기준을 충족하 지 못해 텍스트의 응집성이 결여된 경우를 종종 찾아볼 수 있었다. 텍스트의 응결성은 1)텍스 트 전체에서 주제와 관련된 핵심 표현들이 반복․재수용․구체화되고 있는가 2) 해당 텍스트 에서 반복적으로 나타나는 언어 표현들이 문법적인가를 기준으로 검토하였다. 특히 경찰청 보 도자료에서 반복적으로 나타나는 언어 표현들을 분석한 결과, 선행 발화가 없음에도 불구하고 피의자 검거 사례를 나열할 때나 해당 사건의 개요를 간략히 서술할 때 ‘-(으)는 것임’ 구조를 사용하거나, ‘및’과 ‘등’을 부적절하게 사용하거나 지나치게 남용하는 경우가 많음을 확인하였 다. 또한 조사나 문장 성분을 과도하게 생략하여 정확성을 결여하거나 문장의 길이가 길고 내 포문이 많아 주어와 서술어 간 호응, 안은문장과 안긴문장의 성분 간 호응 등이 어긋나는 경 우가 많았다.

The purpose of this study is to analyze the text structure and textuality of the press releases of Korean National Police Agency. The press release of Korean National Police Agency consists of a header, a title, contents, attachments, and footer. The header provides information on the preparing person, the receivers, the use, and the reporting date. But the press release of Korean National Police Agency omits information on the receivers, the use, and the reporting date. Mostly titles end in noun, and don't contain grammatical items for tense expression. Contents consist of lead sentence, body text, and outlook sentence. The lead sentence explains roughly the whole picture of the incident, and it is crystallized in the body text. Lastly, long-range outlook on the incident is attached. In this paper, we analyzed the textuality of the press releases. The result of analysis is that the press releases of Korean National Police Agency are lacking in the cohesion and coherence. Lacking in the coherence is mostly due to the problems shown below. 1) There is a lack of the key point in the title. 2) There is a lack of the specific details in the contents. And lacking in the cohesion is mostly due to the grammatical errors. The patterns of errors detected by this investigation is as follows. 1) Using ‘-(으)ㄴ 것임’ without precedent discourse 2) the misuse and abuse of ‘및’, ‘등’ 3) omission of important constituent of sentence 4) error of using particles 5) unnecessarily long sentences 6) error of included sentence 7) error of the relationship between constituents of sentence.

Kim, Sung-ok. 2012. A Study on English to Korean Translation Based on Rhetorical Structure Theory. Journal of Linguistic Studies 17(3), 1-24. The purpose of this paper is to show that translating involves conveying not only vocabularies or thematic progression in the source text but its hierarchical structure connected through implicit relations termed relational propositions. Based on Rhetorical Structure Theory (henceforth RST), which addresses text organization by means of relational propositions, and explains coherence by a hierarchical structure of texts, this paper analyzes and compares the rhetorical structures of both English texts and their Korean translations in order to discuss incoherence in the target texts. (Daegu University of Foreign Studies)

The study began from the critical thinking that translation class in university should be designed for practicality reflecting students’ interests and actual needs. To this end, textuality theory is applied to suggest criteria for evaluation of translation works. A teaching method to enable learners to apply the theory to self-evaluate one’s translation and solve questions and thus improve competence is also proposed. In practical translation education, the criteria for evaluating textuality has significance not in judging the correctness of a translation work but in guiding students to find principles and methods for good translation in its actual process. In the course of teaching, instructors, rather than identifying errors and giving answers, should guide students to analyze the goals of a given translation and find answers on their own. In this regard, the study presents the seven textualities of Beaugrande & Dressler (1981) and applies them on the source and the target text (i.e. translation output) actually covered in class to examine textuality transition issues in the process of students’ translation. As a viable approach to improve practical translation competence, the study proposes to divide translation class into three stages, i.e. before translation, execution of translation and classroom teaching. This approach may help learners to self-evaluate their works and find answers to questions on their own and consequently improve their translation competence for practical use.

The purpose of this study was to research novel that is characterized Hwang Jin Yi at the change of style. Stylistic analysis discussion have been made to target analysis regards as ‘Impression style’ and ‘Linguistic factors’. In the abstract was trying to textlinguistic analysis to events of ‘Man’s death caused of lovesick’. Through the external manifestation will give to the internal structure. Stylistic analysis of the elements of the narrative, cohesion and coherence, deploying aspects of dialogue, narrator’s attitude, intertextuality. Period due to changes in the way artists looked at the style selection. Choose the style of writer is checking in accordance with age changes. As a result, writers are not immune from the era, he could see in the context belongs to.

In order to interact efficiently with the text, the second language reader needs access to content as well as context. In other words, the second language readers will need to draw on appropriate schematic knowledge to reach satisfactory interpretation of the text. In fact schematic knowledge has textual representations which are represented by lexical choices made by the discourse producer in the encoding process. Thus, one of the teacher’s duties is to help the reader recognize those lexical choices. Any lexical element in a text is the textual representation of an abstract mental concept. This study, conducted in Tabriz University, examines the effectiveness of lexical chains and semantic networks as a top-down pre-reading activity. It is suggested that prior to reading the instructor can highlight those lexical elements in a text that seem to be in close relationship with the topic of text and by making them transparent, the relevant schemata can be activated in the reader’s mind.