bluuebunny/crossref_metadata_2025_split huggingface dataset:
Hearing the Shepherd's Voice: The παροιμία of the Good Shepherd Discourse and Augustine's Figural Reading
Authors: Wright William M. 
Published: May 2022

Abstract
This essay argues for the congruence between Augustine's figural interpretation of the Good Shepherd discourse (John 10:1–18) and the discourse's literary and rhetorical character. John refers to Jesus' figurative speech in the shepherd discourse as παροιμία (10:6). This term designates a mode of figurative discourse in the Fourth Gospel, which is presently obscure and requires a more-than-literal interpretation. By using παροιμία as a compositional technique, John aligns his audience with the individuals in the Gospel narrative, all of whom work to understand Jesus' figurative language. The παροιμία is a literary strategy by which John draws his audience into the Gospel's narrative world and invites them to adopt his theological understanding of all things in light of the Word. In his figural reading, Augustine positions his congregation to mirror the individuals and relationships in the discourse. His figural reading involves a complex interrelationship between doctrinal profession, moral disposition, and ecclesial participation, all of which serve the reader's spiritual transformation by Christ. Resonant with the Gospel's prologue, the economy of the Word connects these realities and provides the theological architecture for the spiritual associations between the biblical prophets, Jesus, the church, and the interpretation of Scripture. Augustine thus develops the literary and rhetorical cues of the Gospel's plain sense into a figural interpretation, which is congruent with the invitation of the Gospel itself.
Finding the Form of God in Philippians 2: Gregory of Nyssa and the Development of Pro-Nicene Exegesis
Authors: Weedman Mark 
Published: May 2022

Abstract
I argue that Gregory of Nyssa reshaped the Logos-Sarx theological motif through his use of a new theological exegesis of the Christ Hymn in Phil 2. In his argument against Apollinarius, Gregory draws on an earlier Pro-Nicene exegetical tradition, one that was originally formulated in the 350s against the anti-Nicene Homoians by theologians such as Hilary of Poitiers. This exegetical tradition centered on Phil 2:6-7, and it was intended to demonstrate the unity of the Son's divinity and humanity against Homoian attempts to use the distinction between divinity and humanity in the Son to subordinate the Son to the Father. In this reading, Gregory's problem with Apollinarius is that Apollinarius's theology violates something central to the Pro-Nicene tradition that Gregory had inherited, namely, the need to preserve the union of the full divinity and humanity in the Son. Without this, Gregory believes, key aspects of Pro-Nicene faith and practice, especially its account of divinization, fall apart. By using Phil 2 to construct a new theological motif, Gregory can articulate a Christology that has deep exegetical roots and overcomes the limitations of the Logos-Sarx model.
The Fear of the Lord as Theological Method
Authors: Castelo Daniel 
Published: May 2022

Abstract
The fear of the Lord is a motif that makes its way into all major strands of the biblical canon, yet it is often overlooked for its theological value. As prominent as the notion is, it would appear that the fear of the Lord is not only a theme to consider when engaging the Bible theologically but one that would also serve as a paradigm for how theology should be done in the first place. In order to arrive at this juncture, this article problematizes any monolithic account of the fear of the Lord within the canon and offers a dialectical approach to God-talk in which cataphatic and apophatic moments are crucial to the possibilities and limits of theological reflection.
Reception History as a Challenge to Biblical Theology
Authors: Riches John 
Published: May 2022

Abstract
In response to Barth's claim that faith is a void filled by the transcendent Word, Bultmann sought to offer an account of the transformation of the believer's consciousness, the self-understanding that occurs in faith. Influenced by Dilthey, Bultmann located such transformation in particular moments of encounter with the biblical texts, moments that stand outside the attempt to locate the texts within the span of history. Bultmann's views of the role of human consciousness in the reading of texts are in turn challenged by more recent discussions of reception history by Gadamer, who examines the prior formation of the reader's consciousness by the history of reception of the texts with which he or she engages and by Jauss who also emphasizes the role of readers in shaping the world they inhabit as they engage with texts. This article considers examples from the reception history of the Bible (Luther on Rom 1:17 and a variety of readings of Gal 3:19 on the purpose of the Law) to demonstrate the role the reader plays in sustaining the historical life of a text, through which it continues to address contemporary readers and to contribute to the formation of new forms of life and thought. The reception of texts, through which human self-consciousness is transformed, occurs in a conversation, not only with the text itself but with its major interpreters through the ages, who have shaped contemporary readers' consciousness, and it is out of that conversation that renewed understandings and embodiments of the text arise.
At the Margins of the Rule of Faith: Reflections on the Reception History of Problematic Texts and Themes
Authors: Thompson John L. 
Published: May 2022

Abstract
The rule of faith is often celebrated for its apparent effect of uniting Christian theology and exegesis even amidst the obvious divisions that divide Christians and churches. This essay attempts to describe how similarly common commitments and practices may be discerned in the commentaries of Protestant reformers. Special attention is paid, however, to some potential limitations of the rule of faith as well as to the kind of dialogue that may emerge when reception history draws on a truly wide sample of traditional exegesis in order to establish both family resemblances and family disagreements.
Fire in the Water: Baptismal Aptness and Ecology in the Petrine Epistles
Authors: Schlesinger Eugene R. 
Published: May 2022

Abstract
Despite some notable and vocal objections, the claim that Christians bear a responsibility toward the environment is now more or less a truism. In this article, I seek to strengthen, rather than prove, that commitment by an argument ex convenientia (from aptness). I analyze the Petrine epistles' imagery of water and fire. I make explicit the connections between these images and the sacrament of baptism as well as their connection to creation, redemption, and the eschatological consummation. By this analysis, I aim to forge reinforcing symbolic links between biblical interpretation, sacramental practice, and the created order, thereby solidifying and foregrounding Christian commitments to ecological engagement. My primary theological interlocutors are Karl Barth and Sergius Bulgakov, whom I consult to make sense of the imagery of water and fire, respectively. My treatment of Barth and Bulgakov allows me to use their respective theologies to supplement what I perceive as one another's weak points. This gives an ecology that is concretely rooted in the Christ event (from Barth), and which demands human participation and sacramentality (from Bulgakov).
MEANING MAKING INSIDE AND OUTSIDE THE ACADEMIC ARENA: INVESTIGATING THE CONTEXTUALITY OF EPISTEMOLOGICAL DEVELOPMENT IN COLLEGE STUDENTS
Authors: Pizzolato Jane Elizabeth 
Published: May 2022

Abstract
By investigating undergraduates’ epistemological orientations and processes in academic and personal contexts, this study examined whether and how epistemological development in one context is related to development in another context. It is difficult to know how holistic epistemological development is. Our findings suggest there are contextual differences in students’ epistemologies.
GENERAL EDUCATION COURSES AT THE UNIVERSITY OF BOTSWANA: APPLICATION OF THE THEORY OF REASONED ACTION IN MEASURING COURSE OUTCOMES
Authors: Garg Deepti , Garg Ajay K. 
Published: May 2022

Abstract
This study applied the Theory of Reasoned Action and the Technology Acceptance Model to measure outcomes of general education courses under the University of Botswana Computer and Information Skills program. An exploratory model was validated for responses from 298 students. The results have implications for course design and resource utilization.
Reform in Undergraduate Science, Technology, Engineering, and Mathematics: The Classroom Context
Authors: Stage Frances K. , Kinzie Jillian 
Published: May 2022

AbstractThis article reports the results of a series of site visits examining modifications to science, technology, engineering, and mathematics (STEM) teaching and learning based on reform on three differing campuses. Innovations in STEM classrooms included collaborative approaches to learning; incorporation of active learning, authentic contexts, peer teaching; and interdisciplinary connections.
Motivation Matters: Using the Student Opinion Scale to Make Valid Inferences About Student Performance
Authors: Thelk Amy D. , Sundre Donna L. , Horst S.Jeanne , Finney Sara J. 
Published: May 2022

Abstract
Institutions of higher education are expected to address accountability and transparency of student learning and development efforts. The Student Opinion Scale assesses examinee motivation during testing and asks students to report level of effort invested and perceived importance of taks. This article evaluates validity evidence and supports widespread instrument use.
A Corpus-based Analysis of Korean 'Yes' Words yey, ney, and ung: A Pedagogical Perspective
Authors: Pyun Danielle Ooyoung 
Published: May 2022

ABSTRACT
Language corpora are increasingly recognized as a useful tool for observing patterns of real-life language use. This study investigates various discourse functions of Korean 'yes' words, namely, yey, ney, and ung, based on a Korean speech corpus. Using a corpus of Korean native speakers' unscripted conversations, this study identified ten major functions of yey, ney and ung: (1) positive response, (2) continuer, (3) display of understanding, (4) hesitation filler, (5) self-affirmation, (6) attention getter, (7) response to calling, (8) repair initiator, (9) display of surprise or confusion, and (10) confirmation seeker. The ten functions were then examined for their frequency rates and the contexts of occurrences. Although yey, ney, and ung are widely perceived as simply indicating positive response, this study demonstrates a range of discourse functions that yey, ney, and ung carry in real-world communication. This study further discusses the pedagogical implications of corpora in classroom language teaching and learning.
Resource-Sharing Practices in a Mixed Korean Language Classroom: Critical Perspectives
Authors: Shin Jeeweon 
Published: May 2022

ABSTRACT
This paper examines the power dynamics resulting from the implementation of resource sharing practices in the university Korean language classroom. By collecting data primarily from semi-structured interviews, my paper shows ways in which nonheritage learners are marginalized while working with heritage learners, and how different groups of non-heritage learners negotiate their identities and positions. Pedagogical implications call on educators to be aware of unhealthy power dynamics that may arise from common teaching practices in the Korean language classroom, and to be sensitive to the ways in which teaching methods can be modified to empower non-heritage learners.
An Integrated Approach to the Teaching of Business Korean
Authors: Jung Ji-Young , Cho Young-mee Yu 
Published: May 2022

ABSTRACT
This study explores how one particular instructional practice, the mock interview, was conducted in an actual business Korean class, and how effective this practice was for students in acquiring the necessary skills for a successful job interview, both transactional and interactional. The primary impetus for this research stemmed from our concern about the lack of instructional input regarding interactional skills in current business Korean education in the U.S. Drawing upon rather 'unsuccessful' interactions in our data, we have demonstrated that knowing domain-appropriate language and having real-world knowledge (knowledge of the subject matter) is not sufficient to deal with interactional tasks in the dynamic and complex world of business. This study points out the limitations of prevailing instructional practices with its heavy reliance on ready-made teaching materials that are predominantly task-oriented, basically teaching us “how to do business” in Korean. Rather, a research-derived and data-driven integrated approach is proposed to teaching business language skills. Specifically, this study argues for a multidimensional model that would help learners utilize their Korean proficiency to accomplish meaningful and successful interactions and to build positive relationships in a professional, business setting.
Grammar versus Content: KFL/ESL Teachers' Trends in Feedback on College Student Writing
Authors: Ko Kyoungrok 
Published: May 2022

ABSTRACT
This comparative study explored teacher feedback on college student writing from the teacher's perspective by investigating the written feedback practices among teachers of Korean as a foreign language (KFL) and teachers of English as a second language (ESL) in North America. Using an online questionnaire, this study inquired into the written feedback practices of 153 college KFL/ESL instructors across North America. A major difference between the two groups was found in terms of the scope of issues chosen for feedback: KFL teachers in relation to ESL teachers were more concerned with language-related local issues over writing-related global issues. The dissimilarity was consistent even with multiple-draft approach usage: ESL teachers changed their focus of concern from global issues on early drafts to local issues on later drafts, while KFL teachers focused on local issues across all drafts. The difference between KFL and ESL teachers' feedback might be explained by a variety of factors including the number and types of feedback-related training, cultural-developmental factors, student proficiency, and learner needs.
Teachers' Use of the Intimate Speech Style in the Korean Language Classroom
Authors: Park Mi Yung 
Published: May 2022

ABSTRACT
Korean speech styles have been traditionally viewed as markers of hierarchical social relationships between a speaker and an addressee. In this view, Korean speakers select speech styles according to sociocultural relationships, such as age, social status, kinship, in-groupness, and outgroupness. On the other hand, more recent studies on this topic demonstrate that speakers employ a mixed use of speech styles even when interacting with the same addressees within a given situation. The data in this study demonstrate that Korean as a foreign language (KFL) teachers adopt the intimate style (panmal) in diverse contexts, such as when asking self-addressed questions, delivering exclamations, and discussing solidarity-building topics. In KFL classroom settings, teachers' use of the intimate style indexes (1) the speaker's internal thought and (2) the speaker's expression of solidarity with the listeners. This study offers insights into the indexical meanings of the intimate style in the KFL classroom and suggests practical pedagogical implications.
A Project-Based Curriculum for an Advanced Korean Class: Teaching Korean in the Post-modern Era
Authors: Oh Sang-suk 
Published: May 2022

ABSTRACT
This paper discusses specific benefits of the project-based curriculum in advanced Korean classes. A theoretical background is presented, and some actual cases of project-based curriculum in upper-level college Korean classes are demonstrated through a discussion of course design and students' self-evaluation of their own learning within the curriculum. For theoretical discussion, the historical background and various definitions of project-based instruction (PBI) are presented. Advantages and challenges of the PBI approach in second (or foreign) language classes are also explored. For case studies of PBI, the course syllabus, course design, and content of fourteen actual individual projects are introduced. In the main part of this paper, student feedback on PBI classes is analyzed in order to assess the advantages of PBI. An analysis of students' own assessments of their learning processes in PBI classes reveals that PBI classes have very positive elements, including the ability to help students improve their various learning skills, deepen their knowledge of content, and improve their language skills.
Repair Initiation by Advanced Non-heritage Korean Learners
Authors: Kim Jieun , Sohn Sung-Ock Shin 
Published: May 2022

ABSTRACT
Taking a conversation analytic perspective, this study examines advanced non-heritage Korean learners' repair initiation practices. By examining interaction between Korean native speakers (NSs) and nonnative speakers (NNSs), the study particularly addresses two questions: 1) Is there any similarity and/or difference between NSs and NNSs in terms of their repair practices? 2) Is there any similarity and/or difference between advanced and lower level speakers in terms of their repair practices? In terms of repair initiation format, NNSs display a similar preference with NSs. However, in their responses to the repair initiations, we found a different pattern between NSs and NNSs. Speakers sometimes employ different repair initiation formats from target issues. While NNSs tend to rely more on the surface format in interpreting the repair initiations, NSs frequently notice the discrepancy and interpret hearing repair initiations as understanding problems. Advanced Korean learners show some differences from lower level speakers in terms of preferred other-repair initiation formats. They produce most understanding repair initiations whereas the lower level speakers produce substantially more hearing repair initiations. Also, advanced speakers tend to use 'questioning-repeat', as a turn-holder, mostly in the subsequent turn to a NS's question.
Approaching L2 Listening Comprehension for Advanced Learners: Using Reading as a Pre-Listening Task
Authors: Chang Sumi 
Published: May 2022

ABSTRACT
Listening comprehension is an active multidimensional process of constructing meaning by applying linguistic and topic knowledge to incoming aural texts (Buck, 2001; Field, 2004; Long, 1989, Rivers 1983, Vandergrift, 1999). Listening has been regarded as the most widely used language skill in normal daily life in the case of L2 English (Morley, 2001; Rost, 2001), and yet it is also the most difficult language skill area in L2 regardless of the target language due to its evanescent nature (Buck, 2001, 1995; Field, 2004; Graham, 2006; O'Malley, Chamot, & Küpper, 1989; Vandergrift, 1999). In this study, 20 advanced L2 Korean learners used reading rendition or translation as pre-listening strategy for two semesters. Using their survey responses, I first examine the effectiveness of pre-listening rendition activity when the topic of reading rendition and the listening are held constant. And then, I examine what factors of the reading rendition contribute to listening effectiveness. I conclude that prelistening reading rendition enhances L2 listening comprehension when the topic of reading and listening text are held constant. And according to learner responses, background knowledge and vocabulary are the primary factors that make pre-listening reading rendition effective.
Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-
Authors: Choi Bumyong 
Published: May 2022

ABSTRACT
Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
Advanced Korean Language Learners' Use of Formulaic Language
Authors: Kim Mary S. 
Published: May 2022

ABSTRACTA growing number of studies find that formulaic language plays an important role in language processing, production, and acquisition (Erman & Warren 2000; Conklin & Schmitt 2008; Wray 2008). Native speakers typically store and retrieve a sequence of words or word strings as a holistic unit. This study investigates advanced Korean learners' use of formulaic language through an analysis of the learners' writings. The study focuses on analyzing the learners' use of collocation, lexical bundles, and idiomatic expressions. Quantitative and qualitative analyses identify the amount, types, and accuracy of their use of formulaic language. The findings show that these learners not only make errors in using the appropriate formulaic sequences, but they also fail to consider the proper contexts. In addition, compared to native speakers, advanced learners tend to overuse a small range of high-frequency familiar formulaic sequences and lack diversity in their use of formulaic sequences. The findings further suggest ways of facilitating formulaic language acquisition.