A contrastive pragmatic study of gratitude responses expressions: The use of role-play
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The goal of this study is to identify and contrast the pragmatic features of Korean EFL learners in the communicative act of responses to gratitude. For the current study, 12 EFL learners and five English native speakers performed role plays in six different task situations in which they carried out the speech act of gratitude responses. Eight Korean native speakers also participated in order to provide baseline intra-cultural data as a possible source of the learners’ deviant realization behaviors from target norms. The data, collected from a role-play task, were analyzed in terms of contrastive pragmatics. In the analysis, overall, recognizing the object of gratitude through acceptance was most frequently used by all three groups. However, specific uses of strategies of the EFL learners (e.g., avoiding responding to gratitude, minimizing the favor) were consistent with those of the Korean native speakers, indicative of an L1 effect. Responses to compliments were frequently entirely missing or removed when compared to those of the English native speakers. Pedagogical implications and limitations are discussed.
Abstract
The goal of this study is to identify and contrast the pragmatic features of Korean EFL learners in the communicative act of responses to gratitude. For the current study, 12 EFL learners and five English native speakers performed role plays in six different task situations in which they carried out the speech act of gratitude responses. Eight Korean native speakers also participated in order to provide baseline intra-cultural data as a possible source of the learners’ deviant realization behaviors from target norms. The data, collected from a role-play task, were analyzed in terms of contrastive pragmatics. In the analysis, overall, recognizing the object of gratitude through acceptance was most frequently used by all three groups. However, specific uses of strategies of the EFL learners (e.g., avoiding responding to gratitude, minimizing the favor) were consistent with those of the Korean native speakers, indicative of an L1 effect. Responses to compliments were frequently entirely missing or removed when compared to those of the English native speakers. Pedagogical implications and limitations are discussed.
참고문헌 (31)
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