Of many assignments foreign students must carry out in an academic settings, presentation is considered one of the hardest task. Unlike general speaking, presentation discourse, which most often occurs in a formal setting, requires a high level of cap...
Of many assignments foreign students must carry out in an academic settings, presentation is considered one of the hardest task. Unlike general speaking, presentation discourse, which most often occurs in a formal setting, requires a high level of capacity in appropriate usage of lexical, grammatical, and logical cohesion abilities. However, despite its vibrant study related to discourse within the field of Korean language education, research on cohesion of colloquial discourse produced by foreign students still lacks in its depth and variety.
This study aims to analyze the cohesion of presentation discourse by foreign students in various academic settings and thus identify its characteristics. Various issues discussed in this research may be used as baseline standards for future education on presentation discourse.
Because of a tendency for more presentation assignments in graduate level, foreign graduate students were chosen as subject of analysis rather than undergraduate students. These analysis were cross-analyzed with that of Korean graduate level students.
The contents of this research is as followed. In Chapter 1, the need for more research regarding academic discourse within Korean language education was made known, and thus stated the necessity and purpose of this study as well as reviewed previous studies that discussed presentation discourse and discourse cohesions related to this particular theme.
In Chapter 2, characteristics of academic presentation discourse were determined. First, concepts and characteristics of academic presentation discourse were studied, then presentation structure and related discourse markers were taken into consideration. Also, characteristics and cohesions of discourse were studied, and cohesions were discussed as they were categorized into grammatical, lexical, and logical cohesions.
In Chapter 3, research method was suggested. Research subjects and data were presented, and cohesion analysis framework for presentation discourse based on previous studies was proposed.
In Chapter 4, an examination of general perception regarding foreign student's presentation discourse took place in two ways: first, self-awareness of foreign students and second, views of fellow Korean graduate students and professors. As a result, most foreign students regarded presentation within academic setting as extremely difficult, and a need for education in various perspectives for producing effective presentation discourse was apparent.
In Chapter 5, various cohesions of presentation discourse shown in foreign students and Korean native speakers were cross-analyzed. Cohesions were examined in grammatical, lexical, and logical cohesion and discourse marker. Focuses of analysis were as followed: substitution and ellipsis in grammatical cohesions, repetition in lexical cohesions, and macroscopic discourse marker in discourse markers. As a result, in grammatical cohesions, foreign students showed the tendency to use expressions related to 'this (yi-),' and often produced discourses in awkward contexts by omitting substituted expressions. Also in terms of ellipses, there was no evidence to understand omitted contents, and therefore the right information could not be accurately delivered to the receiver. This confirmed the need for an awareness and education. In lexical cohesions, while native speakers showed various repetitions within long sentences, foreign students used repetitive cohesions within short sentences and had the tendency of using identical vocabularies repetitively. In logical cohesions, connective expressions used as a reinforcement were evident. Unlike how native speakers usually used connective endings in long sentences for connective expressions, foreign students tended to speak in short sentences and used conjunctive adverbs to connect sentences. Also, based on discourse marker analysis, it was apparent that foreign students could not organically connect each stage of presentation, and thus unable to produce cohesive discourses.
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