Interaction and epistemic modality: The Korean suffix -ci in conversational contexts

This dissertation explores the interactional functions of the Korean modal suffix -ci by examining its frequency distribution and contextual information. I provide a close description of the actual interactional practices engaged in by discourse participants when -ci is used in different sequential positions in conversation. In particular, this study is concerned with register differences to show how different types of spoken contexts influence the functions and uses of -ci. The spoken contexts studies in this dissertation include telephone conversation, language-acquisition data, scripted data, face-to-face casual context, and classroom discourse. In addition, I attempt to suggest pedagogical implications of the findings of the study of -ci for second-and foreign-language learners of Korean.Through this study, I found the following characteristics of -ci: (1) -ci should be considered an interactive resource for speakers of Korean, and its functions to project a final turn and to trigger a speaker change, (2) -ci is used by a speaker to claim possession of knowledge and heightened involvement to the subject matter, (3) -ci is used to show intimacy in face-saving consideration, and (4) -ci shows intersubjective understanding among conversation partners. Based on these characteristics, -ci is considered a device used by a speaker to build solidarity with a recipient.In the classroom context, I have examined a teacher's use of -ci in academic and social contexts and found that the teacher uses it to accurately assess students' knowledge. In addition, I have examined the meanings of -ci in collocation and discuss the creation of a new construction. Finally, I have provided the curriculum model which can be implemented in second and foreign language classroom.