Papers by Hanbyul Jung
“Aratda!”: Intersubjectivity-in-action in a multilingual Korean reality TV show
Journal of Pragmatics
Chapter 9. “It doesn’t make sense, but it actually does”
Interactional Studies of Qualitative Research Interviews
Contingencies in EFL Writing Tutors’ Third Turns: A Conversation Analytic Perspective
English Teaching
Jung, Hanbyul. (2017). Contingencies in EFL writing tutor talk: A conversation analytic perspecti... more Jung, Hanbyul. (2017). Contingencies in EFL writing tutor talk: A conversation analytic perspective. English Teaching, 72(4), 157-176 Using conversation analysis (CA), this study examines the less explored language-teaching genre within an English as a foreign language (EFL) context: the writing center tutorials. Focusing the analysis specifically on tutor talk, this paper investigates the contingent production of third turns of second language (L2) tutors. Following the lead of Lee's (2007) study of teachers' third turns in classroom discourse, this study used CA to analyze audio-recorded tutoring sessions conducted in English. The analyses highlight five ways in which tutors make use of the third turn position in an IRF sequence to maneuver the tutorials, specifically contingent on the two types of student response in the second turn. Based on the analytic findings that illuminate the diverse functions of the tutors' third turns, this study concludes with pedagogical implications for English-mediated writing center tutorials in EFL contexts.
Case Study of a Professional Development Program for Korean EFL Teacher
Ph.D. University of Hawaii at Manoa 2015.Includes bibliographical references.Focus groups are und... more Ph.D. University of Hawaii at Manoa 2015.Includes bibliographical references.Focus groups are underused method of knowledge production in applied linguistics. When focus groups are chosen, the standard reason for doing so is that participants interact with other experts on the focal topic. Yet, so far the analyses of focus group data have typically summarized topical content rather than examining how the ‘content’ is produced through interaction (Puchta & Potter, 2004). Using Conversation Analysis (CA), this dissertation aims to (a) re-specify focus group interaction as locus for participants’ locally and jointly accomplished actions, stances, and identities, and (b) better inform the evaluation questions framing the research. The focus groups were conducted within a program evaluation context with seven groups of Korean EFL teachers participating in a study-abroad teacher development program in the United States. All groups, conducted in Korean, addressed (a) recruitment process, (b) teachers’ needs, goals, and expectations for the program, (c) how these were met, and (d) teachers’ suggestions for change. The first analysis chapter examines sequential features of focus groups particularly outlining the openings and turn allocations distributed among participants. The second chapter focuses on the ways topics are constructed and distributed by participants, specifically focusing on how participants formulate responses to the focus group protocol by constructing collaborated talk, constructing the response together as a group, and through disagreement sequences. The final analysis chapter informs participants’ orientation to focus groups as a social activity, first by examining how participants explicitly display their understanding of the ongoing institutional interaction, and second, by highlighting participants’ talk construction as experts, through epistemic primacy claims and story construction. The findings contribute to an understanding of the focus group interaction, as well as participants’ perspectives of the teacher development workshop. These contributions lend important implications: (a) methodological in re-specifying focus groups as a research method; and (b) language policy-related on the program and national level concerning teaching and learning English in South Korea. It is hoped that this study provides further evidence of the exigency for detailed and comprehensive analyses of focus group interactions, which enables a more nuanced, complex, and grounded view of the research concerns that animate them in the first place
Journal of Pragmatics, 2019
Applied Linguistics Review, 2017
As multiparty activities focus groups afford participants opportunities to interact with each oth... more As multiparty activities focus groups afford participants opportunities to interact with each other rather than only with the moderator. The methodological literature recommends focus groups for data generation precisely for these structural affordances, but few studies examine how the interaction in ongoing focus groups evolves. Consequently it remains largely obscure how focus groups produce disciplinary knowledge. Addressing this gap from the perspective of conversation analysis, the study examines focus group interaction as the participants’ joint accomplishment, with particular attention to the interactional practices that exhibit the participants’ orientation to the institutional activity and its agenda. The focus groups were conducted as part of a program evaluation study with Korean teachers of English who participated in a study-abroad teacher development program in the U.S. The analysis reveals how the participants contingently initiate activity and topic shifts in keeping...
English Teaching, 2016
This paper investigates teacher belief as a social practice in a focus group setting with three s... more This paper investigates teacher belief as a social practice in a focus group setting with three second language teachers by utilizing a discursive psychology (DP) approach (Edwards, 1997; Edwards & Potter, 2005). By adopting an empirically based emic perspective (i.e., how the participants display their understandings through their own contributions), we aim to respecify individual psychological states as an embodied interactional activity and study what members achieve through their interaction, particularly in their disagreement and teasing sequences. The findings show how teacher belief is a socially co-constructed phenomenon that not only evolves through interaction but stands as a foundational concept upon which participants build and display their teacher competence within the focus group setting. We thereby provide a new methodological means of investigation and new methods to focus on when examining teacher belief, as well as to show the procedure of what members do in a teacher belief focus group session. We conclude by summarizing our findings and addressing some implications for further work on teacher belief.
English Teaching , 2017
Jung, Hanbyul. (2017). Contingencies in EFL writing tutor talk: A conversation analytic perspecti... more Jung, Hanbyul. (2017). Contingencies in EFL writing tutor talk: A conversation analytic perspective. English Teaching, 72(4), 157-176 Using conversation analysis (CA), this study examines the less explored language-teaching genre within an English as a foreign language (EFL) context: the writing center tutorials. Focusing the analysis specifically on tutor talk, this paper investigates the contingent production of third turns of second language (L2) tutors. Following the lead of Lee's (2007) study of teachers' third turns in classroom discourse, this study used CA to analyze audio-recorded tutoring sessions conducted in English. The analyses highlight five ways in which tutors make use of the third turn position in an IRF sequence to maneuver the tutorials, specifically contingent on the two types of student response in the second turn. Based on the analytic findings that illuminate the diverse functions of the tutors' third turns, this study concludes with pedagogical implications for English-mediated writing center tutorials in EFL contexts.
Journal of Pragmatics, 2019
Our close analysis of excerpts from these two datasets provides empirical evidence of the nature ... more Our close analysis of excerpts from these two datasets provides empirical evidence of the nature and value of focus group data. We are especially interested in whether and how the focus group participants, including L2 speakers, use the interaction to validate common experiences through the collaborative construction of knowledge and evaluation. Our findings will contribute to a better understanding of focus groups as a useful and informative locus to not only ascertain content data, but also for examining a specific genre of language use within applied linguistics research. We also hope to add further empirical evidence for the relevance of employing interactional analysis for a finer quality of understanding research methods.
Ro, Eunseok, & Jung, Hanbyul. (2016). Teacher belief in a focus group: A respecification study. E... more Ro, Eunseok, & Jung, Hanbyul. (2016). Teacher belief in a focus group: A respecification study. English Teaching, 71(1), 119-145. This paper investigates teacher belief as a social practice in a focus group setting with three second language teachers by utilizing a discursive psychology (DP) approach (Edwards, 1997; Edwards & Potter, 2005). By adopting an empirically based emic perspective (i.e., how the participants display their understandings through their own contributions), we aim to respecify individual psychological states as an embodied interactional activity and study what members achieve through their interaction, particularly in their disagreement and teasing sequences. The findings show how teacher belief is a socially co-constructed phenomenon that not only evolves through interaction but stands as a foundational concept upon which participants build and display their teacher competence within the focus group setting. We thereby provide a new methodological means of investigation and new methods to focus on when examining teacher belief, as well as to show the procedure of what members do in a teacher belief focus group session. We conclude by summarizing our findings and addressing some implications for further work on teacher belief.
As multiparty activities focus groups afford participants opportunities to interact with each oth... more As multiparty activities focus groups afford participants opportunities to interact with each other rather than only with the moderator. The methodological literature recommends focus groups for data generation precisely for these structural affordances, but few studies examine how the interaction in ongoing focus groups evolves. Consequently it remains largely obscure how focus groups produce disciplinary knowledge. Addressing this gap from the perspective of conversation analysis, the study examines focus group interaction as the participants' joint accomplishment, with particular attention to the inter-actional practices that exhibit the participants' orientation to the institutional activity and its agenda. The focus groups were conducted as part of a program evaluation study with Korean teachers of English who participated in a study-abroad teacher development program in the U.S. The analysis reveals how the participants contingently initiate activity and topic shifts in keeping with the institutional purpose and invoke their collective identity as an epistemic community as they jointly construct responses to the moderator's questions. The conversation-analytic lens reveals how the focus groups generate profound, nuanced, and grounded knowledge about the program under evaluation from the perspective of the key stakeholders and by implication about the topical concerns for which the focus groups were conducted in the first place.
Ro, Eunseok, & Jung, Hanbyul. (2016). Teacher belief in a focus group: A respecification study. E... more Ro, Eunseok, & Jung, Hanbyul. (2016). Teacher belief in a focus group: A respecification study. English Teaching, 71(1), 119-145. This paper investigates teacher belief as a social practice in a focus group setting with three second language teachers by utilizing a discursive psychology (DP) approach (Edwards, 1997; Edwards & Potter, 2005). By adopting an empirically based emic perspective (i.e., how the participants display their understandings through their own contributions), we aim to respecify individual psychological states as an embodied interactional activity and study what members achieve through their interaction, particularly in their disagreement and teasing sequences. The findings show how teacher belief is a socially co-constructed phenomenon that not only evolves through interaction but stands as a foundational concept upon which participants build and display their teacher competence within the focus group setting. We thereby provide a new methodological means of investigation and new methods to focus on when examining teacher belief, as well as to show the procedure of what members do in a teacher belief focus group session. We conclude by summarizing our findings and addressing some implications for further work on teacher belief.
Locating and Solving Repairs in EFL Tutorial Discourse: Comparative Study of NS and NNS Tutors
s-space.snu.ac.kr
Locating and Solving Repairs in EFL Tutorial Discourse: Comparative Study of NS and NNS Tutors Ha... more Locating and Solving Repairs in EFL Tutorial Discourse: Comparative Study of NS and NNS Tutors Hanbyul Jung 1. Introduction In the history of diverse research on institutional discourse, the study of writing tutorials is a genre that has caught the attention of many ...
Book Reviews by Hanbyul Jung
Journal of Pragmatics, 2021
The book Multimodal Performance and Interaction in Focus groups by Kristin Gilbert and Gregory Ma... more The book Multimodal Performance and Interaction in Focus groups by Kristin Gilbert and Gregory Matoesian is a welcome addition to a growing body of studies that shed light on the nature of focus group interactions and its applications to multidisplinary studies. This monograph builds on and further supports existing literature that empirically emphasizes that focus groups provide an arena for interactional diversity as well as a wide range of responses elicited by the interview protocols
Book Chapters by Hanbyul Jung
Interactional Studies of Qualitative Research Interviews, 2019
The focus group is typically defined as a form of research interview involving a group of people,... more The focus group is typically defined as a form of research interview involving a group of people, facilitated by a moderator with prepared questions (Puchta and Potter 2004). The purpose of focus groups is to elicit participants' descriptions of feelings, opinions, perceptions, and attitudes concerning the topic. As in other interviews, focus groups lend findings that rely largely on the interactional contingencies and dynamics that occur within, and yet less work has focused on their interactional features. Using conversation analysis (CA), this chapter aims to respecify focus group interaction as a locus for participants' locally, collaboratively and sometimes incongruently accomplished actions, specifically focusing on the contingency of participants' discussion sequences. With data examples from focus groups that were conducted with Korean teachers of English (EFL) within a teacher development program evaluation context, this chapter outlines how participants make use of diverse interactional resources in collaboratively constructing responses. This analysis helps to illuminate the major findings of the focus groups.
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Papers by Hanbyul Jung
Book Reviews by Hanbyul Jung
Book Chapters by Hanbyul Jung