Style Shift in Korean Pedagogical Discourse

Kim Kyu-hyun (김규현); Kyung-Hee Suh (서경희)

Style Shift in Korean Pedagogical Discourse

The Sociolinguistic Journal of Korea
Abbr : 사회언어학
2007, 15(2), pp.1-29
Publisher : The Sociolinguistic Society Of Korea
Research Area : Humanities > Linguistics

Kim Kyu-hyun ¹, Kyung-Hee Suh ²

¹경희대학교
²한국외국어대학교

Accredited

ABSTRACT

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.

KEYWORDS

style shift, pedagogical discourse, informal, formal, polite, sentence-ending suffixes, interaction

Citation status

* References for papers published after 2023 are currently being built.

[journal] Atkinson, J. M / 1982 / Understanding formality: the categorization and production of ′formal′ interaction : 86~117

[journal] Brown, P / 1987 / Politeness: Some Universals in Language Usage / Cambridge University Press

[journal] Coulthard, R. M / 1992 / Advances in Spoken Discourse Analysis

[journal] Choi, S. J / 1995 / The development of epistemic sentence-ending modal forms and functions in Korean children / Amsterdam: John Benjamins : 165~204

[journal] Clancy, P. M / 1986 / The acquisition of communicative style in Japanese / Cambridge University Press : 213~250

[journal] Cook, H. M / 1996 / The use of addressee honorifics in Japanese elementary school classrooms 5 : 67~81

[journal] Cook, H. M / 2002 / The social meaning of the Japanese plain form 10 : 150~163

[journal] Couper-Kuhlen, E / 1992 / Contextualizing Discourse: The Prosody of Interactive Repair : 337~364

[journal] Gumperz, J / 1977 / Sociolinguistic knowledge in conversational inference / Georgetown University Press : 191~212

[journal] Heritage, J / 1984 / A change-of-state token and aspects of its sequential placement / Cambridge University Press : 299~345

[journal] Heritage, J / 1979 / Formulations as conversational objects : 123~162

[journal] Irvine,J / 1979 / Formality and informality in communicative events 81 : 773~790

[journal] Jefferson, G / 1972 / Side sequences / Free Press sud(w) : 294~338

[journal] Kim, K. H / 1999 / Organization of classroom discourse: A conversation- analytic perspective 7(2) : 159~187

[journal] Kim, K. H / 2002 / Interactive classroom discourse as context of learning and socialization 10(2) : 213~241

[journal] Kim, K. H / 2004 / A conversation analysis of Korean sentence-ending modal suffixes -ney, -kwun(a), and -ta: Noticing as a social action 12(1) : 1~35

[journal] Kim, K. H / 2002 / The Sentence-Ending Suffix -ney in Korean Adult-Child Interaction: Immediate Observation as an Object of Uptake / Linguistic Association of the Southwest (LASSO) 31st Annual Meeting

[journal] Kim, K. H / 2004 / An analysis of Korean sentence-ending suffixes in caregiver-child interaction 40(4) : 923~950

[journal] Lee, H. S / 1993 / Cognitive constraints on expressing newly perceived information, with reference to epistemic modal suffixes in Korean : 135~167

[journal] Lee, H. S / 1999 / A discourse-pragmatic analysis of the Committal ci in Korean: A synthetic approach to the form-meaning relation 31 : 243~275

[journal] McHoul, A. W. / 1978 / The organization of turns at formal talk in the classroom : 183~213

[journal] McHoul, A. W / 1984 / Two axes for the analysis of commonsense and formal geographical knowledge in classroom talk : 281~302

[journal] Merrit, M / 1982 / Distributing and directing attention in primary classroom / Academic Press : 223~244

[journal] Ochs, E / 1984 / Language acquisition and socialization: Three developmental stories / Cambridge University Press : 276~320

[journal] Sacks, H / 1974 / A simplest systematics for the organization of turn-taking for conversation : 696~50 735

[journal] Schegloff, E. A / 1977 / The preference for self-correction in the organization of repair in conversation : 361~53 382

[journal] Seedhouse, P / 2004 / The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective / Blackwell Publishing

[journal] Sinclair, J / 1975 / Towards an Analysis of Discourse: the English Used by Teachers and Pupils / Sinclair Oxford University Press

[journal] Suh, K. H / 2001 / Language socialization through sentence-ending modal particles, -ci and -cianha in Korean caregiver-child interaction 9(1) : 237~258

KJCKorea
Journal Central

The Sociolinguistic Journal of Korea 2023 KCI Impact Factor : 0.57