The Sociolinguistic Journal of Korea 2021 KCI Impact Factor : 0.38

Korean | English

pISSN : 1226-4822
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2013, Vol.21, No.2

  • 1.

    Internal and External Constrains on Rhoticity in Korean English

    Hyeon-Seok Kang | 2013, 21(2) | pp.1~28 | number of Cited : 0
    While there have been extensive sociolinguistic research on the rhoticity of native and ESL varieties of English, no English of the expanding circle has been investigated as to its rhoticity. This study, using the variationist framework, investigates Korean English speakers’ pronunciation of post-vocalic /r/ as possibly the first research on the rhoticity of an EFL variety. The variety of Korean English analyzed in this study was closer to rhotic than nonrhotic, supporting the claim by many researchers (e.g., Choe 1996) that Korean English is linguistically closer to American English than British English. Though both linguistic and non-linguistic constraints are observed to exert influence on the rhoticity of the Korean variety of English, the latter proved to be more dominant. The effects of linguistic constraints were relatively weak and somewhat different from those as found in research on native varieties of English (e.g., Nagy & Irwin 2010, Piercy 2012). Nonlinguistic factors such as gender, proficiency level, speech style, and language/dialect contact significantly influenced the informants’ production of post-vocalic /r/. (186)
  • 2.

    The Interpretation of Linguistic Sarcasm

    강현지 | 2013, 21(2) | pp.29~46 | number of Cited : 1
    If politeness principles aim at maintaining a harmonious relationship among interlocutors, sarcasm targets the opposite end; it is designed to throw sarcastic accusation. Quite often, sarcasm is originated from Speaker. On occasions Hearer infers sarcasm out of Speaker's well-wishing utterances. In other times, Speaker's sarcasm is so blurry that Hearer cannot judge whether Speaker's utterance is sarcastic or not. This writer attempts to interpret linguistic sarcasm by illustrating different cases in which sarcasm is generated, transferred and interpreted. The first kind is Speaker-originated sarcasm. Speaker generates sarcasm and delivers it. Hearer interprets Speaker's sarcastic message as sarcasm. The second case refers to Hearer-originated sarcasm. Because of his or her own person hood or viewpoints of the world, Hearer infers sarcasm out of Speaker's innocuous utterances. The final case is the exploitation of ambiguity. Taking advantage of the linguistic ambiguity between sarcastic irony and banter, Speaker throws a punch of acerbic sarcasm. (165)
  • 3.

    Discourse Patterns in EFL Classroom Interaction

    EUN JEO KIM | 2013, 21(2) | pp.47~70 | number of Cited : 2
    The main purpose of this paper is to identify typical discourse patterns of EFL classes and to enhance the sensitivity of the complex socio-cultural aspects involved in discourse patterns. This study assumed that language learning is a process of competent participation in socio-cultural language practices. The data were collected from four groups of two courses (General English and Screen English) to compare the ways teachers and students perform discourse patterns. The collected data were analyzed focusing on multi-dimensional approaches in interaction formulas: IRF (Initiation-Response-Feedback), ICs (Instructional Conversations), MP (Modeling - Practicing), CEQR (Comment - Elaborative Questioning -Response), CCF (Conversation-Corrective Feedback), CMIR (Contingency Management Instruction-Response), OEQA (Open Ended Questioning -Answering), QEC (Question-Explaining Conversation) ACNB (Any Cases Not Belonging). Data analysis from various sources (scripts of video-recordings, frequency counts, and interviews) indicated that to some extent the discourse patterns were different due to the course type and its objectives. The result indicated that the teachers and students changed their discourse patterns depending on the course types. Such choice of discourse patterns of contingent interaction is related to various topics to be dealt with in the particular course. (200)
  • 4.

    Language Attitudes of English­Korean Bilinguals: A Qualitative Analysis of Self­Reports via Interviews

    Jeongeun Lee | 2013, 21(2) | pp.71~92 | number of Cited : 1
    Abstract PDF
    This study observes how second generation English-Korean bilinguals display language attitudes during an unstructured interview, and how they construct their identities in narratives. The interviews were about their language use, culture, and identities. The interviewees made use of specific types of speech acts as part of their response strategies. The analysis focused on these speech acts and the positioning of themselves and others. Findings of the qualitative analysis revealed the interviewees′language attitudes, especially when they defined their mother tongue and explained the communicative situations and language choices. This study found that the interviewees have developed negative or indifferent attitudes towards verbal exchanges with native Koreans because their choice to speak Korean in conflict-ridden communication led to positioning of themselves as inarticulate, rule-breaking, berated, and alien. Their failure to achieve cooperation and recognition when they communicated in Korean had negative influences on their self-esteem, which significantly impacted the use of Korean as heritage language, and the formation of their identities as the second generation Kyopos. (185)
  • 5.

    Communicating with Study Abroad Generation: A Study on Reentry Shock and Transition

    Park Joori , Jihyeon Jeon | 2013, 21(2) | pp.93~122 | number of Cited : 0
    As the yearning for global competence including English communication ability increases, more and more school aged Korean kids have sojourned to overseas to pursue education. Yet, despite the growing number of study abroad students, little research has been conducted on Korean study abroad returnees. Some Korean people think the Korean returnees from oversea stays are different from domestic Korean people in the way they act and communicate. On the other hand, many Korean returnees find adjusting back to Korea more difficult than adjusting to the host culture abroad. In fact, due to lack of understanding on the returnees, returnees are often not fully valued and utilized at Korean organizations. The goal of this study is to learn about the Korean returnees’ reentry experiences using critical incident technique. The study also seeks for reentry adjustment strategies and companies’ supports to relieve reentry shock. Twenty-five participants who currently work for various organizations in Korea and have studied abroad in English speaking countries for more than five years shared their experiences through face-to-face or online chatting interviews. The findings show the challenges of coming home and underscore the importance of developing and implementing reentry preparation and support programs to facilitate returnees’ readjustment to the Korean living and professional environment. Understanding returnees’ reentry shock and transition will promote better communication with study abroad generation. (244)
  • 6.

    Yeah in NS-NNS Interaction

    Kyung-Hee Suh | 2013, 21(2) | pp.123~149 | number of Cited : 3
    This study aims to analyze the token yeah observed in Chinese learners of English. Using LINDSEI data, I discuss the functions of yeah at various positions. The token yeah/yes is found to mark boundaries of talk, such as opening and closing of topics, indicating sequences, topic continuation, and summarizing opinions. In a similar vein, yeah is also found in bracketing the repair sequences; it marks the beginning or the end of a repair sequence, which in turn indicates the resumption of the story line, which was halted due to the repair sequence. Second language learners are found to make efforts to delineate action boundaries when starting the turn, marking the coherent relation between utterances, the end of turn, or even the repair sequences. Such learners need to be assured each time and get confirmation to move on whenever they make some contribution. It stands to reason that the affirmative particle (with its affirmative meaning) is deployed by NNS to carry all these functions. As such, the use of the affirmative particle yeah may be part of L2 learners’ unique stylistic repertoire. The use of yeah in this context is not something that reveals the learner's linguistic deficiency; rather it demonstrates NNS's endeavor to participate in the social interaction as a competent member. (225)