Pragmatics and the invisible language of relationships: the case of Korean and KFL learners

This thesis finds itself at the intersection of two fast-moving global trends in linguistics research: first, the swiftly growing interest in pragmatics as a field in need of further development, definition, and delineation between global languages with vastly differing sociocultural patterns of behavior, including politeness (Kiaer (2020b), Taguchi (2019)); and second, unprecedented international attention on the Korean peninsula, leading to a wave of Korean language study by learners of Korean as a foreign language (KFL learners), with steadily increasing enrollment numbers continuing to outperform other languages (Pickles, 2018). These two phenomena have created a specific set of circumstances in which the study of Korean pragmatics and Korean pragmatics education has become extremely relevant. This thesis seeks to address that set of circumstances by setting out, through a variety of ethnographic methodologies, to understand how native Korean speakers perceive their own pragmatic experiences. It then compares Korean speakers’ pragmatic experiences with those of Chinese and Japanese speakers, in order to identify the unique pragmatic features of Korean. Finally, this thesis explores the KFL classroom and examines how KFL learners are currently being exposed to Korean pragmatics in their studies. Through the methodologies pursued here, this thesis finds that Korean speakers are uniquely required by their linguistic circumstances to constantly engage with pragmatic skills, including speech styles and address terms, in order to engage in culturally required relational dynamics, and that KFL learners are being underprepared by current KFL curricula to engage in Korean relational dynamics using those pragmatic skills

Hold Your Story: Reflections on the news of sexual violence in India

'Hold Your Story is a vital, timely, and welcome addition to the literature on sexual violence in India. As the first book to focus exclusively on media coverage of rape - including different forms of such violence - it is an invaluable resource for journalists, media houses, journalism schools and media critics & scholars. It is all the more unique because it examines various aspects of reportage across the country, in different types of media and several languages.' -Ammu Joseph, Journalist and Author 'A much-needed addition to the almost inexistent literature on how the media covers sexual violence. Through lively essays and searching interviews, this extremely readable compilation reports, analyses, and comments on the inadequacy, ignorance and bias that mark rape reporting in India.' -Professor Vaiju Naravane, Ashoka Universit

Good with Words: Speaking and Presenting

Suppose you were good with words. Suppose when you decided to speak, the message you delivered—and the way you delivered it—successfully connected with your intended audience. What would that mean for your career prospects? What would that mean for your comfort level in social situations? And perhaps most importantly, what would that mean for your satisfaction with the personal relationships you value the most? This book is designed to help you find out. Based on an award-winning course and workshop series at the University of Michigan taken by students training to enter a wide range of fields—law, business, medicine, social work, public policy, design, engineering, and many more—it removes the guesswork from figuring out how to communicate clearly and compellingly. All of us have ideas that are worth sharing. Why not learn how to convey yours in a way that people will appreciate, enjoy, and remember?https://repository.law.umich.edu/books/1119/thumbnail.jp

Employed, rural high school seniors, mandatory attendance, and senior English: A phenomenological exploration.

This phenomenological study examines the lived experiences of seven employed high school seniors to explore the research question: How do rural, employed high school seniors approach learning in English, their only required course for graduation. Through in-depth interviews, their emerging themes of frustration, values, personal growth/identify of self, and academic growth are explored through a situational triad of employment, mandatory attendance, and fulfillment of their last graduation requirement, English. Their candid recollections of gain and loss indicate that grade 12 fails and succeeds in meeting their educational needs. Their voices reveal that senior English accomplishes its goal of preparing them for college, but overall, they expose a sense of missed learning opportunities, many of which are directly linked to employment. They continue to work, despite the compromises to their health and relationships with others, even often adding more hours of employment, because their class schedules are not strenuous. Findings from this study suggest that English, as the only graduation requirement for these graduating seniors, did more harm than good.Employed high school seniors in rural schools do not always have the class scheduling options of their counterparts in larger geographic areas. In particular, many are faced with mandatory attendance of six hours per day as required by state law. A non-college bound student, for example, must have only three credits of science, history, and math for graduation. As such, many will spend their senior year in electives throughout the day with English as their last and only graduation requirement

Brighton Energy Co-op: an innovation history

No description supplie