Yong-Yae Park

This paper aims to introduce a freshmen English course called College English at Seoul National University and to provide the overall evaluation of the course both quantitatively and qualitatively. The course was designed to improve students’ four skills in English in an intergrated way. In order to assess the effectiveness of the course, this study first examined several test results of the students who took College English in Spring, 2003. The tests used include both pre- and post-test results

The present study investigates Korean university EFL students' use of conjunctive adverbials (CAs) in argumentative writing. The data for the...

This study explores nonnative speakers' interactional practices through their use of yeah in English native speaker (NS)/nonnative speaker (NNS) interaction within the framework of conversation analysis. The data for the study include 200 minutes of interviews and 150 minutes of tutoring sessions. The locus of yeah to be focused on is after the NS's use of continuer such as uh huh. More specifically, after the NS yields his/her turn with a continuer, the NNS does not continue but provides yeah f

This paper examines how Korean college EFL students use contrastive conjunctions in their argumentative writing in comparison with native speaker...

This study examines the use of kulay(yo) as a response token in spontaneous Korean conversation. The data for the study include approximately five hours of Korean casual conversation and the analytic framework is conversation analysis. Based on its cooccurring prosody patterns, the use of kulay(yo) is divided into two types: the one with falling or continuing intonation and the other with upward intonation. The former type mainly occurs in acknowledgements, the identification and recognition seq

This paper explores interactional practices observed in advice giving on grammar and word choices in College EFL writing tutorials within the framework of conversation analysis. The data for the study include 14 audio-taped writing tutorials. The findings indicate that the tutor’s advice giving on grammar is mostly done in the tutor’s first turn in a straightforward manner. By contrast, advice giving on word choices takes stepwise entry and shows several patterns: First, the base pattern involve

This study investigates the use of conditionals in Korean college EFL students' writing. The data for the study consists of 45 college students' argumentative and narrative writing pieces, i.e., 45 for each type. Using the data, first, the frequency and the distribution of conditionals were examined. Next, the use of if conditionals was coded, adopting Celce-Murcia and Larsen-Freeman's (1999) semantic categorization and Ford and Thompson's (1986) functional categories. The results show, first, a

This paper explores interactional practices observed in advice receiving by the tutees in college EFL writing tutorials within the framework of conversation analysis. The data for the study include 24 audio-recorded writing tutorial sessions at a university in Korea. The findings indicate three types of advice receiving: 1) advice receiving with marked acknowledgments using a:: (‘oh’) to mark the advice to be informative and newsworthy; 2) advice receiving with unmarked acknowledgments; and 3) a