The Effect of Instruction on Pragmatic Competence
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The Effect of Instruction on L2 Pragmatic Competence. Research on pragmatic competence has increased with respect to L2 developmental studies (Rose 2005; Uso-Juan and Martinez 2008). Korean is one of the languages explored in interlanguage pragmatics and cross-cultural pragmatics (Byon 2006). However, despite growing interest in L2 pragmatics, little research has been conducted on the effect of pragmatic instruction on Korean learners. This study examined how instruction affects the development of pragmatic competence in Korean EFL context. Pretests and posttests were conducted by means of a discourse completion task. Results of the study indicated students who received the instruction increased their pragmatic ability supporting previous findings. For implication, the use of mitigation devices need to gain attention since different types of linguistic politeness were preferred by language learners.
Abstract
The Effect of Instruction on L2 Pragmatic Competence. Research on pragmatic competence has increased with respect to L2 developmental studies (Rose 2005; Uso-Juan and Martinez 2008). Korean is one of the languages explored in interlanguage pragmatics and cross-cultural pragmatics (Byon 2006). However, despite growing interest in L2 pragmatics, little research has been conducted on the effect of pragmatic instruction on Korean learners. This study examined how instruction affects the development of pragmatic competence in Korean EFL context. Pretests and posttests were conducted by means of a discourse completion task. Results of the study indicated students who received the instruction increased their pragmatic ability supporting previous findings. For implication, the use of mitigation devices need to gain attention since different types of linguistic politeness were preferred by language learners.
참고문헌 (24)
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