Effects of Pragmatic Instruction for Korean EFL College Students in Request Acts
2
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study investigates the effects of pragmatic instruction on the acquisition of expressions of request speech act by 64 Korean college students of English. Pragmatic instruction, including request samples with information sheets for the input, was explicitly provided and task types for the output practice were differentiated for groups: Role-play vs. DCT in treatment sessions. The formal instruction was made for 1 hour over 3 consecutive weeks. Additional treatment over 5 weeks (15 minutes per week) was also provided after the first posttest. DCT was developed in three different situations—formal, neutral, informal and used for pretest and three posttests to investigate the long-term retention effect of instruction on the request pragmatic competence of the learners. The pretest and posttest results of both groups were analyzed and compared in terms of the request head act forms. The results of the investigation indicated that the performance of both groups’ request acts appeared to be positively affected by the pragmatic instruction. In particular, it was revealed that the pragmatic instruction can positively affect the learners’ prolonged retention of their appropriate request formality when the social constraints vary. Based on the findings, some pedagogical implications are provided.
Abstract
This study investigates the effects of pragmatic instruction on the acquisition of expressions of request speech act by 64 Korean college students of English. Pragmatic instruction, including request samples with information sheets for the input, was explicitly provided and task types for the output practice were differentiated for groups: Role-play vs. DCT in treatment sessions. The formal instruction was made for 1 hour over 3 consecutive weeks. Additional treatment over 5 weeks (15 minutes per week) was also provided after the first posttest. DCT was developed in three different situations—formal, neutral, informal and used for pretest and three posttests to investigate the long-term retention effect of instruction on the request pragmatic competence of the learners. The pretest and posttest results of both groups were analyzed and compared in terms of the request head act forms. The results of the investigation indicated that the performance of both groups’ request acts appeared to be positively affected by the pragmatic instruction. In particular, it was revealed that the pragmatic instruction can positively affect the learners’ prolonged retention of their appropriate request formality when the social constraints vary. Based on the findings, some pedagogical implications are provided.
참고문헌 (31)
- Ambady, Nalini., "More than words : Linguistic and nonlinguistic politeness in two cultures", Journal of Personality and Social Psychology, 70(5), pp.996~1011 (1996)
- Bachman, Lyle F., "Fundamental considerations in language testing" (1990), Oxford University Press
- Bardovi-Harlig, Kathleen, "Pragmatics as part of teacher education", TESOL Journal, 1(1), pp.28~32 (1992)
- second language pedagogy research, "Foreign", pp.1991, Blum-Kulka, Shoshana.
- Blundell, Jon., "Function in English" (1982), Oxford University Press
- Canale, Michael., "Theoretical bases of communicative approaches to second language teaching and testing", Applied Linguistics, 1, pp.1~47 (1980)
- Clennell, Charles, "Promoting pragmatic awareness and spoken discourse skills with EAP classes", ELT Journal, 53(2), pp.83~91 (1999)
- Cohen, Andrew D., "The production of speech acts by EFL learners", TESOL Quarterly, 2, pp.33~56 (1993)
- Crandall, Elizabeth., "Evaluating pragmatics-focused materials", ELT Journal, 58(1), pp.38~49 (2004)
- Han, Jong-im, "Teaching speech act rules of request", English Teaching, 54(4), pp.121~144 (1999)
- Holtgraves, Thomas., "Interpersonal underpinnings of request strategies : General principles and differences due to culture and gender", Journal of Personality and Social Psychology, 62, pp.246~256 (1992)
- Jeon, Young-Sook., "A descriptive study on the development of pragmatic competence by Korean learners of English in the speech act of complimenting", Ph.D., pp.1996
- Jones, Leo, "Functions of American English: Communication activities for the classroom" (1983), Cambridge University Press
- Judd, Elliot., "Culture in second language teaching and learning" (1999), Cambridge University Press
- Kasper, Gabriele, "Interlanguage pragmatics in SLA", Studies in Second Language Acquisition, 18, pp.145~148 (1996)
- Kim, Hye-Ryun, "On the teachability of pragmatic competence to Korean college EFL learners", Journal of the Applied Linguistics Association of Korea, 14(2), pp.127~145 (1998)
- Kim, Ryonhee, "Teaching politeness in English speech acts", English Teaching, 51(4), pp.3~34 (1996)
- 임선미, "영어 화행 교수에서의 동영상 활용이 영어학습자의 화행 학습 및정의적 측면에 미치는 영향", 멀티미디어 언어교육, 9(3), pp.187~216 (2006), 한국멀티미디어언어교육학회
- Manes, Joan., "The compliment formula. Conversational routines:Explorations in standardized communication situations and prepatterned speech", pp.115~132 (1981), Mouton
- Moon, Young-In, "Interlanguage features of Korean EFL learners in the communicative act of complaining", English Teaching, 53(1), pp.3~23 (1998)
- Olshtain, Elite, "The learning of complex speech act behavior", TESL Canada Journal, 7, pp.45~65 (1990)
- Overfield, Denise. M., "Teaching pragmatic competence: Input, interaction and consciousness-raising", Ph.D., pp.1996
- Richards, Jack. C., "The context of language teaching" (1985), Cambridge University Press
- Schmidt, Richard. W, "The role of consciousness in second language learning", Studies in Second Language Acquisition, 11, pp.129~158 (1990)
- Schmidt, Richard. W, "Awareness in second language acquisition", Annual Review of Applied Linguistics, 13, pp.206~226 (1993)
- Schmidt, Richard. W., "Talking to learn:Conversation in second language acquisition", pp.237~326 (1986), Newbury House
- Suh, Jae-Suk., "Interlanguage requests by Korean learners of English as a second language", Ph. D., pp.1998
- Takahashi, Satomi., "Pragmatics in language teaching", pp.171~199 (2001), Cambridge University Press
- Takahashi, Satomi., "Pragmalinguistic awareness: Is it related to motivation and proficiency?", Applied Linguistics, 26(1), pp.90~120 (2005)
- Wolfson, Nessa., "Perspectives: Sociolinguistics and TESOL" (1989), Newbury House
- 양은미, "Effects of Instructional Intervention in Low-Level College Students' Learning of Request Acts", 영어어문교육, 12(2), pp.215~235 (2006), 한국영어어문교육학회