Earticle

This video study examines teachers’ questioning practices in English language classrooms in Malaysia, and how different types of questions, wait time, and reaction moves influence classroom interaction. The study found that although there was an overarching monologicality across all classrooms, teachers’ questioning practices were not limited to the typical, monologic mixture of display questions, non-existent or short wait time, and/or reaction moves which could obstruct student talk. There were also opportunities for dialogicality initiated through teachers’ employment of referential questions, longer wait time, and/or reaction moves which could facilitate advanced student talk, but monologicality in classroom interaction persisted. Such observation directs our attention to the understanding and further contemplation that nurturing dialogicality is not a mere issue of strategy use.

A Comparative Study on <the World of Silver>, ‘New-style novel’ of Korea, by Lee In-jik and <Black Tide>, ‘Social-novel’ of Japan, by Tokutomi Loka Seo, Eun-Seon․Yoon, Il In this study, there is comparison between <the World of SIilver>, ‘New-style novel’ of Korea, by Lee In-jik and <Black Tide>, ‘Social-novel’ of Japan, by Tokutomi Loka. The focus of comparison is the features of plot and how to express the criticism of political situation, the key motive of novels. First of all, in <Black Tide>(1902) Higasi, a retainer of collapsed shogunate (Japan´s feudal government) by the Meiji-restoration in 1868, criticizes the corruption of Mage-regime and reforms that it makes the people more suffer, but finally he admitted that he had been defeated by the justification of the Meiji regime, civilization and enlightenment or heading for a progress, and ‘nationalism’ ideology claiming to protect the government by power. At this point, the critical motive was described in a debating structure and there was a dispute between Higashi and Meiji-regime retainers. And there was the distinct of ‘dialogism’, the terms of Bakhtin.. Higashi hoped his son to learn the modern education, ‘new-edution’ in England for overcoming ‘nationalism’ of Meiji regime. At last He left the will to his son to work and to win in political part by ‘new-education’. Lee In-jik's the new-style fiction, <the World of Silver> appeared in 1908. ‘the World of Silver’ was a literary record describing the main political and social situation of the period, often called the Era of Enlightenment. In the first part, the writer criticized an absolute monarchy as well as bureaucracy tyrannies by interpreting Choi Byoung-do (main character)'s death as a sacrifice. Meanwhile, Choi Byoun-do became a voluntary victim by refusing an insurrection and compromise with impropriety, which conveys a message of revolution to the readers. And there was the distinct of ‘monologlc’, the terms of Bakhtin. In the latter, political situation was abridged because of the limited space. Therefore, as if Kim Ok-kyun's purpose of reforms, foundation of administrative reform, was confined to ‘new-education.’ Consequently, Lee In-jik, also wanted to enlighten the public based on theories of ‘new-education.’

Since the publication in 1905, Edith Wharton's The House of Mirth has attracted diverse readings from many critics. The dominant trend of the interpretations, however, is to emphasize the stark determinism of the text extended to literary naturalism. According to the trend, the protagonist Lily cannot devise an alternative against a naturalistic world in which she eventually becomes a totally determined product of social and economic environment. In other words, incarcerated in the social network of power structures, Lily does not produce any convincing possibility of resistance that might change the structures. It is true that the socioeconomic base and the patriarchal culture are dominant in the text. but the deterministic readings cannot do justice to the multiplicity of the text. Here lies the prime purpose of this paper: how can we salvage the seed of resistance against the power structures? For this purpose this paper makes use of Bakhtin's theory of monologism and dialogism. As well known, while monologism unifies all ideas and voices into a static and objective oneness. dialogism allows a multiple interaction between the characters and points of view so as to show contradiction-ridden and tension-filled reality that denies the domination of an authoritative center. This paradigm of monologism and dialogism gives us a useful vocabulary for and a new way of thinking about the text. When we use this paradigm, Lily's final death can be interpreted as an attempt to overcome the merciless logic of society that discards the rebellious spirit into a dustbin. Lily's ambivalent confrontation with the dominant ideologes of America at the turn of the century suggests both an act of subversion and an effort at appropriation and redefinition of them. The ambiguity of the ending revitalizes the seemingly one-dimensional world of the naturalistic novel with its tension-revealing inconclusiveness that invites the reader's volutary participation in the ongoing praxis for a better society.

This thesis aims for a paradigm shift of the Christian education from monologism based on schooling-instruction to dialogism based on a transactional communication. If the transactional dimension of dialogue is deprived in educational activities, learners become nothing but passive receivers or onlookers, not participative subjects. For this reason, a community of faith needs a “dialogical” Christian education. This thesis probes for four basic principles to fashion the dialogical Christian education: (1) otherness and a surplus of seeing, (2) double-voiced discourse, (3) unfinalizability and blank space, (4) polyphony and dialogical conflict. Because an dialogue is a simultaneous dialogue of two (or more) different voices, the Christian education should be able to deal with the matters of differences and conflicts between them. Therefore, a nest task of this thesis is to explore how to deal with differences and conflicts by exploring the technique of “dialogical clashes”, “polyphonic dialogue” among characters in the Gold-Crowned Jesus. In this process, this thesis finally proposes the dialogical Christian education which accepts the other, affirms conflict and difference as factors to get to conjunctive stage of Fowler’s faith development as well as a starting point for dialogue, and practices Christian “love” in a faith community.

Kang, Young-Don. “White Discourses and Moses: the resistance of monologic society.” Studies in English Language & Literature. 38.1 (2012): 29-45. Doris Lessing’s first novel The Grass is Singing portrays an oppressive white society. This social environment reflects the monologic world. The novel is set in Southern Africa in the early 20th century. In this work Lessing uses the things that she experienced in Southern Africa. At this time, Southern Africa was a monologic society. Power was passed down paternally from generation to generation and was held only by the white people. Having settled in Southern Africa since the late 19th century, the whites enforced laws against the black people and used every means to take advantage of their labor under the excuse of the progress of the nation. They built a paradise for themselves by oppressing the natives. Thus, this paper focuses on white discourses and Moses who is the native has the resistance of white civilization. Superficially this novel seems to deal mainly with racial problems, however a more important point, is that it is concerned with a radical human problem. The world that Lessing aims at is not a monologic society but a society in which opposite elements can coexist. In this work, she criticizes the oppression by racism and emphasizes communicative relationship that respects the equality and features of every social member on the basis of humanity. In such a way, this study shows Lessing’s hope for a communicative society while picturing a tragic ending and Moses’ resistance of the monologic society. (Dongyang University)

Studies of spoken and written English of native or non-native English speakers have been undertaken. They have shown distinctive linguistic properties of each mode of English across different text types, genres, and other contextual variables. In a similar vein, a comparative analysis of spoken and written English of Korean EFL learners is carried out in this paper by using controlled language data. The data in this study is monologic rhetorical description in speech and writing, and its topics are controlled by the tasks given to the participants. The findings present that although text types and topics are the same, speech and writing of Korean EFL learners include distinctive characteristics of each mode of English. More specifically, their written English is more elaborated, expressive, and grammatically more complex than their spoken English, whereas their speech does not include any type of linguistic complexity. This demonstrates that Korean EFL learners are able to differentiate speech from writing in English to a certain extent however, they still need to expand their awareness of the differences between the two modes of English.

This article attempts to elaborate upon the notion that anyway seems to play specific discursive functions in the institutional talk, Donald Trump Speech relevant to monologues rather than any other institutional talk related to turn-sequences, taking heed of how its usage is connoted in disparate settings of his monologic speeches. Drawing upon the observation pertaining to the monologic speeches of anyway in spoken language, it was shown that the use of anyway indicates the four certain discursive functions including resumptive, transitive, incremental, and strengthening markers in order to acquire his vested rights, or receive his votes, and maintain his favorable reputation. As for the heterogeneous nature of anyway between monologues and turn-sequences, it may be presumed that monologic anyway does not tend to function to close or alter ongoing narratives or themes, whereas its anyway may be utilized to indicate that interlocutors have the intention of increasing supplementary information or thoughts and highlighting absolute contentions; in addition, this may be related to a contemptuous function.

This study compared Korean adult learners’ English speech in dialogic and monologic tasks, measuring 57 college students’ oral proficiency in terms of holistic and analytic grades. The statistical analyses were focused on two questions: 1) how much do the holistic grades of oral proficiency and analytic grades of the four linguistic features function differently across the tasks? and 2) which linguistic feature has the strongest correlation with the holistic grades of English oral proficiency? The study found significant differences between the two tasks in five aspects (English oral proficiency, topic development, fluency, range, and accuracy). It also showed that a monologic task resulted in lower achievements in those five aspects. In the comparison of the correlations with English proficiency, the range reached the top in both tasks, followed by topic development. The study provides some helpful information regarding which types of speech tasks and linguistic features of EFL oral proficiency are more desirable for targeting in teaching and assessment.

This study investigates the relationship between EFL Korean adult learners’ oral proficiency achievements and linguistic measurements in dialogic and monologic tasks. To determine which linguistic measurements are practically helpful for identifying L2 learners’ oral proficiency, the researcher collected speech data from 57 Korean college students in Korea and examined the linguistic features that teachers find to be relatively easily manageable. Using statistical analyses, the study found significant differences between the two tasks in terms of English oral proficiency, number of clause types, number of errors per 100 words, word type counts, type-token ratios, and number of word tokens per minute. In addition, the two highest correlations with English oral proficiency for the dialogic task were found for word type counts and number of error-free verb phrases (VPs). For the monologic task, they were number of word tokens per minute and number of error-free VPs. Considering the results, the study proposes pairs of linguistic measurements for each type of task that are more appropriate for examining the oral proficiency of English as foreign language learners in classroom settings. The results may also help testing developers for EFL speech determine more balanced weights among critical linguistic measurements.

이 글은 이 작품의 서사의 독백성과 이중구조와의 관련성을 밝히는 것을 목적으로 한다. 이 소설의 인물들은 전쟁이라는 공동의 역사적, 시간적 배경 속에 놓여 있으나 각기 다른 입장―민중개인지식인혁명가 등―에 처해있다. 그러나 각기 다른 입장에 처한 인물들이 관계를 맺고 사건을 전개시키는 대신 이 작품의 인물들은 저마다 자기가 처한 입장에서 바라보는 세계를 독백적으로 말한다. 민중은 집단 혹은 익명으로 등장하여 생존을 보장받을 수 있는 방법을 본능적으로 터득한다. 이러한 민중의 생리를 지식인들은 권력 체제의 모순과 함께 해석한다. 지식인들의 이러한 해석은 다른 해석의 가능성을 유보하지 않는 고정된 세계관이라 할 수 있다. 지식인들끼리의 세계관의 소통도 이루어지지 않기 때문이다. 중심인물인 지영과 기훈 또한 전쟁이 일어나기 전부터 내면에 구축해 놓은 자신들의 세계로 인해 외부 세계와의 내적 갈등을 일으킨다. 이렇게 이 작품의 인물들은 서로의 갈등 관계를 통해 세계관을 교호하는 것이 아니라 자신들의 입장에 따른 세계관만을 표명하는 성격을 지닌다. 때문에 이 작품의 서사는 독백적이라 할 수 있다. 이와 같은 서사의 독백성은 두 개의 서사가 겹치지 않고 교차 배열하는 이중구조와 관련이 깊다. 시장과 전장이라는 두 개의 공간에 각각 속해 있는 두 인물의 서사는 서로의 세계관을 소통할 수 없는 이중구조로 교차 배열된다. 두 인물의 세계관이 소통하지 않고 독백적으로 제시되는 것이다. 그런데 이 두 인물의 세계관은 한 번도 소통한 적이 없음에도 불구하고 동일한 세계관을 지니고 있음을 알 수 있다. 즉, 이 작품은 이중구조를 통해 두 개의 독립된 서사의 동일한 관념을 반복하고 있는 것이다. 이를 통해, 어떠한 역사적 사건과 입장에 놓여 있든 인간이 진정으로 추구하는 세계는 본질적으로 변할 수 없다는 작가적 관념을 추출할 수 있다.

This thesis is an attempt to examine the relation between the monologic narrative and double structure. In the first, I clarify characters and narration. The korean war is the social background of this novel. All of characters are in this social background, but their social stratums are divided to the people, individuals, intelligentsias, revolutionists. In the narrative, their view of the world are very monologic. Because they have not mutual understanding their view of the world. Every character representing it in his state, in his language. So This thesis named this distinctive feature the monologic narrative. In such narrative, all the character's view of the world are fixed text. In the second chapter, I clarify the double structure. The narrative is focused on two characters Ji-yong and Ki-hoon. Their narrative is overlapped repeatedly. This double structure shows each life of two characters living in a different world. Although the korean war is the common historical matter in the two narrative, the principle of narrative formation is the individual worlds inside of two characters. Ji-yong and Ki-hoon aim to be perfect purity world mentally. And this individual world is not changes in the battlefield. It becomes a power to against the war and world. Through the double structure repeats the one that is the author's view of the world.

본 연구는 특정 동사가 후속 문장의 전개 방향을 예측하게 만드는 인지적 기제인 숨은 인과율(implicit causality, IC)이 제2언어(L2)의 담화 산출에 미치는 영향을 확인하였다. IC는 화자가 다음에 이어질 담화의 내용과 구조를 설계하도록 유도하는 핵심적인 '담화 기대(Discourse Expectation)' 형성 요소로 작용한다. 모국어(L1) 처리에서는 IC동사가 대명사 해석과 담화 기대에 영향을 미친다는 점이 여러 선행 연구를 통해 밝혀졌으나, L2 담화 산출에서의 역할은 상대적으로 충분히 탐구되지 않았다. 이러한 연구 공백을 메우기 위해, 본 연구에서는 한국어와 영어 화자를 대상으로 L1과 L2에서의 문장 완성 실험을 실시하였다. IC 동사와 비-인과성(NIC) 동사를 포함한 문장 뒤에 이어지는 담화 연속체를 응집관계의 측면에서 분석하고, IC 효과가 언어별 응집 관계의 선호도와 어떻게 상호작용하는지 확인하였다. 실험 결과, L1 산출에서는 IC 동사가 화자들을 일관되게 인과적 담화 전개를 선택하는 것으로 나타났으며, 이는 언어 배경을 초월한 강력한 IC 효과를 시사한다. 그러나 인과 관계의 분포에서는 언어 간 차이가 관찰되었는데, 한국어에서는 결과(result) 관계가, 영어에서는 설명 (explanation) 관계가 더 선호되었다. 이는 기존 논의의 주장을 긍정적으로 뒷받침한다. L2 산출의 경우, 영어 화자(=한국어 학습자)는 한국어 화자와 유사한 양상을 보였는데, 이는 입력 자료의 분포 편향을 반영한 결과로 해석된다. 반면, 한국어 화자(=영어 학습자)는 대체로 L1과 유사한 담화 전개 패턴을 유지하였다. 이 결과는 L2 담화 산출이 개별 단어의 습득을 넘어, 모국어의 인지적 패턴과 목표어의 문법 제약이 충돌하며 재 구성되는 역동적 과정임을 입증하며, L2 담화 연속체가 L1의 담화 패턴, 언어별 문법 제약, 그리고 L2 입력의 분포적 속성 간의 상호작용에 의해 형성된다는 점을 시사한다.

This study investigates the influence of implicit causality (IC) on discourse continuation in second-language (L2) monologic production, with particular attention to cross-linguistic differences between Korean and English. While previous research has shown that IC verbs affect pronoun interpretation and discourse expectations in first-language (L1) processing, their role in L2 discourse production remains relatively underexplored. To address this gap, we conducted a sentence-completion experiment in English and Korean with native speakers of Korean and English. Discourse continuations following sentences containing IC and non-implicit causality (NIC) verbs were analyzed in terms of coherence relations. In L1, as in previous studies, IC verbs consistently biased speakers toward causal discourse continuations, suggesting a robust IC effect across language backgrounds. However, language-specific differences emerged in the distribution of causal relations: Korean favored result, whereas English favored explanation. In L2, English-speaking learners of Korean showed patterns similar to native Korean speakers, likely reflecting distributional bias in the input, while Korean-speaking learners of English largely maintained L1-like patterns. These findings suggest that L2 discourse continuation is shaped by the interaction between L1 discourse patterns, language-specific constraints and the distributional properties of L2 input.

본 연구에서는 허먼 멜빌(Herman Melville)의 『필경사 바틀비』(Bartleby, the Scrivener)에 나타난 서로 다른 계층 간의 내부적 갈등의 근본 원인과 산업사회의 구조의 틀에서 인간 상호관계의 지속성을 고찰하였다. 바틀비(Bartleby)의 비극적 결말은19세기 중반 미국 근대산업사회의 불합리한 독백적 사회의 모순의 정체성을 그대로 드러냈다고 할 수 있다. 본 논문에서는 계층 간의 관계로부터 그 벽을 좁히려는 교차점을 찾아보고자 했고, 개인과 사회가 상호 공존하고, 계층 간의 소통의 중요성을 통해 이상적사회에 대한 비전을 제시하였다. 본 연구의 결과는 바흐친의 대화주의 이론을 중심으로『필경사 바틀비』를 통해서 시대를 초월하여 현대를 살아가고 있는 현대인들에게 독백적세계에 대한 시사점을 재조명하고, 올바른 삶의 이정표를 제시했다는 점에서 그 의의가있다고 할 수 있다.

This paper examines the persistence of human interrelationships in the framework of the internal structure of the industrial society and the causes of the internal conflicts between the different strata in Herman Melville’s Bartleby, the Scrivener based on the Bakhtin's dialogism. The terrible tragic ending of Bartleby reveals the different identity on unreasonable monologic society in the modern American industrial society in the mid-nineteenth century. This paper explores the intersection to reduce the gaps between classes from the relationship and presents the vision of a new ideal society through the importance of communication between the individuals and the society. The results of this paper show that modern people who are living in modern times transcending the age through the Bakhtin’ dialogism theory and Bartleby, the Scrivener reinterpret the implications of the monologic world and present a milestone of true life.

Doris Lessing’s first novel The Grass is Singing portrays an oppressive white society. This social environment reflects the monologic world. The novel is set in Southern Africa in the early 20th century. In this work Lessing uses the things that she experienced in Southern Africa. At this time, Southern Africa was a monologic society. Power was passed down paternally from generation to generation and was held only by the white people. Having settled in Southern Africa since the late 19th century, the whites enforced laws against the black people and used every means to take advantage of their labor under the excuse of the progress of the nation. They built a paradise for themselves by oppressing the natives. Thus, this paper focuses on white discourses and Moses who is the native has the resistance of white civilization. Superficially this novel seems to deal mainly with racial problems, however a more important point, is that it is concerned with a radical human problem. The world that Lessing aims at is not a monologic society but a society in which opposite elements can coexist. In this work, she criticizes the oppression by racism and emphasizes communicative relationship that respects the equality and features of every social member on the basis of humanity. In such a way, this study shows Lessing’s hope for a communicative society while picturing a tragic ending and Moses’ resistance of the monologic society.

이 연구의 목적은 연어 타입 중에서 {-ly}부사+형용사 형태가 실제 구어에서 사용되는 빈도와 결합 유형을 조사하고 학습자에게 도움이 되는 실제 사용 빈도 정보를 제공하고자 한다. 자료는 구어 자료인 테드강연 423개를 대상으로 하였으며 두 단어 연쇄를 추출하는 방식으로 출현 빈도를 조사하였다. 이러한 빈도 정보는 자주 결합하는 형용사와의 빈도, 얼마나 다양한 형용사와 결합하는지에 대한 생산성, 그리고 결합 선호도 등을 중심으로 분석하였다. {-ly}형 부사는 학습자가 알고 있는 형용사 형태에서 {-ly} 접사를 첨가하는 단순한 형태이긴 하지만 뒤에 함께 사용되는 형용사가 무엇이냐에 선호가 다르다. 이러한 결합에 대한 빈도 정보가 학습자에게 적절한 자료나 교사의 학습 자료를 통해 학습될 수 있어야 자연스러운 연어 능력을 습득할 수 있게 된다. 이러한 빈도 정보는 학습자들이 모국어의 특성으로부터 전이되는 오류를 개선하고 말하기, 듣기, 그리고 쓰기 등에서 연어능력을 향상시키며, 영어 수업 자료에서 연어 사용 정보에 초점을 둘 수 있는 교사 학습 지도를 하는 데 중요한 참고 정보가 될 수 있을 것이다.

Frequency information on collocation has been emphasized in a foreign language teaching, particularly because such information is useful to promote learners’ word selection and vocabulary expansion. In addition, studies have shown that collocational errors, that occur frequently with L1 interference, can effectively be overcome when words are practiced syntagmatically with frequency information. The purpose of this paper is to investigate which {-ly} + adjective combinations occur frequently in spoken data and to provide frequency information of such co-occurrences. A bigram analysis is conducted using R software to extract the target sequences from the collected data (423 TED talk transcripts) and a bidirectional comparison of word selection between {-ly} adverbs and adjectives is examined in terms of lexical diversity, productivity and combinatory preferences. As frequency effects may not be straightforward to non-native language learners, the frequency information from spoken data, provided in this study, can contribute to designing language material and to developing collocation competence of learners particularly in listening and speaking skills.