담화 분석을 통한 대화와 언어와의 관계에 대한 재조명: 영화를 활용한 사례 연구
Reexamining the Relationship Between Communication and Language Through Discourse Analysis: A Case Study Using Movie Material
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of this paper is to examine the nature of communication and the function of language through discourse analysis using movie material. To achieve this, six English-major undergraduates were selected as subjects. The movie used for this study was Mrs. Harris Goes to Paris (Fabian, 2022). Over a three-month period, the subjects participated and were administered six tests, along with one report. Two tests focused on content relevant to the case study (the second and sixth tests), while three tests focused on form (the first, third, and fourth tests). The fifth test combined content and form. The results indicated that subjects B, C, and D preferred content-based instruction (emphasizing the nature of communication, stories, culture, etc.), despite subject D not achieving a high test score. Subject A was ambivalent, noting that while content-based instruction was beneficial, language learning was also necessary. Subjects E and F preferred English language learning. In their reports commenting on the method, subjects B, C, and D were positive, subject A had mixed feelings, and subjects E and F were indifferent. Considering that three out of six subjects responded positively, we believe that using discourse analysis can be effective in helping students understand the nature of communication.
Abstract
The purpose of this paper is to examine the nature of communication and the function of language through discourse analysis using movie material. To achieve this, six English-major undergraduates were selected as subjects. The movie used for this study was Mrs. Harris Goes to Paris (Fabian, 2022). Over a three-month period, the subjects participated and were administered six tests, along with one report. Two tests focused on content relevant to the case study (the second and sixth tests), while three tests focused on form (the first, third, and fourth tests). The fifth test combined content and form. The results indicated that subjects B, C, and D preferred content-based instruction (emphasizing the nature of communication, stories, culture, etc.), despite subject D not achieving a high test score. Subject A was ambivalent, noting that while content-based instruction was beneficial, language learning was also necessary. Subjects E and F preferred English language learning. In their reports commenting on the method, subjects B, C, and D were positive, subject A had mixed feelings, and subjects E and F were indifferent. Considering that three out of six subjects responded positively, we believe that using discourse analysis can be effective in helping students understand the nature of communication.
참고문헌 (28)
- Bach, P., "Practical theories and empirical practice: A linguistic perspective", pp.33~54 (2012), John Benjamins
- "Language and communication: A detailed guide" (2021)[URL]
- Bowerman, J., "An experimental study of semantic extension in a novel communication system", Proceedings of the Annual Meeting of the Cognitive Science Society, 44 (2022)
- Cacciari, C., "Figurative language and thought", pp.119~157 (1998), Oxford University Press
- "Figurative language"[URL]
- Chepinchikj, N., "Analysing cinematic discourse using conversation analysis", Discourse, Context & Media, 14, pp.40~53 (2016)[DOI]
- Cintron-Valentine, M. C., "Salience in second language acquisition: Physical form, learner attention, and instructional focus", Frontiers in Psychology, 7 (2016)[DOI]
- Constant, M., "Multiword expression processing : A survey", Computational Linguistics, 43(4), pp.837~892 (2017)[DOI]
- Dabrowska, E., "Handbook of cognitive linguistics", pp.1~9 (2015), De Gruyter Mouton
- Fabian, A., "Mrs. Harris goes to Paris", Moonriver; Superbe Films; Hero Squared, ~ (2022)
- Fernández-Fontecha, A., "Examining the relations between semantic memory structure and creativity in second language", Thinking Skills and Creativity, 45 (2022)[DOI]
- Geeraerts, D, "Cognitive linguistics: Basic readings" (2006), De Gruyter Mouton
- Ghafar, Z. N., "Discourse analysis in language education : Implications for English language training and learning : An overview", European Journal of Theoretical and Applied Sciences, 1(3), pp.65~72 (2023)[DOI]
- Hilpert, M, "Construction grammar and its application to English" (2019), Edinburgh University Press
- Kallens, P. C., "Models of language and multiword expressions", Frontiers in Artificial Intelligence, 5 (2022)[DOI]
- Katz, A. N., "Figurative language and thought", pp.3~43 (1998), Oxford University Press
- Lindstromberg, S., "Means of mass memorization of multi-word expressions, part one: The power of sound patterns", Humanising Language Teaching, 7(1) (2005)
- Milton, J., "Measuring second language acquisition" (2009), Multilingual Matters
- Myslihaka, L., "Communication as the center of teaching", learning process of foreign languages(the case of French language), 2017, pp.4(1), 1~11
- Nan, C., "Polysemous features of words of perception in English, Chinese and Korean – A case study of mouth, 嘴", 口, 입, 2016, pp.6(10), 2002~2006
- Sala-Suszyńska, J., "The role of figurative language", Humanum, 20(1), pp.163~172 (2016)
- Sawarni, B., "The grammar and meaning of atemporal complement clauses in Assamese : A cognitive linguistics approach", Himalayan Linguistics, 23(1), pp.43~56 (2024)[DOI]
- Sellami-Sellami, Y., "Generative versus cognitive approaches to grammar", International Journal of Social Science and Education Research Studies, 2(6), pp.200~207 (2022)[DOI]
- Thomson, H., "Increasing use of multi-word expressions in conversation through a fluency workshop", System, 113 (2023)[DOI]
- "Figurative language"[URL]
- Wooffitt, R, "Conversation analysis and discourse analysis: A comparative and critical introduction" (2005), Sage Publications
- Xu, Y., "Historical semantic chaining and efficient communication : The case of container names", Cognitive Science, 40, pp.2081~2094 (2016)[DOI]
- (2011)[URL]