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“Please Help Me for My Average Grade”: 한국인 영어학습자들의 성적 관련 전자편지에 대한 화용적 분석

“Please help me for my average grade”: A pragmatic analysis of Korean college students’ e-mail letters in English about their grades

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참고문헌

키워드

주제분류언어학

초록

This study investigates Korean students’ English e-mail messages about their grades sent to native English lecturers at two colleges in Korea. From the perspective of interlanguage pragmatics, the present study analyzed 51 naturally occurring e-mails, focusing on their overall discourse structures, strategies and modifications in realizing their complaining and requesting behavior. The results show that Korean learners of English at intermediate proficiency level transferred their communicative goals, the overall structures, complaining strategies, supportive moves and some politeness strategies from their first language but also showed some developmental traits regarding the directness of request strategies or the use of politeness markers. In spite of some well-formed messages conforming to their intention or the target language behavioral pattern, the students’ lack of pragmalinguistic sophistication seems to have resulted in the mismatch of their intention with the structural and strategic requirement in general, which suggests that the students need some formal instruction of the related pragmatic knowledge for better communicative effects in a discourse community where the English language is used as a communicative medium.

Abstract

This study investigates Korean students’ English e-mail messages about their grades sent to native English lecturers at two colleges in Korea. From the perspective of interlanguage pragmatics, the present study analyzed 51 naturally occurring e-mails, focusing on their overall discourse structures, strategies and modifications in realizing their complaining and requesting behavior. The results show that Korean learners of English at intermediate proficiency level transferred their communicative goals, the overall structures, complaining strategies, supportive moves and some politeness strategies from their first language but also showed some developmental traits regarding the directness of request strategies or the use of politeness markers. In spite of some well-formed messages conforming to their intention or the target language behavioral pattern, the students’ lack of pragmalinguistic sophistication seems to have resulted in the mismatch of their intention with the structural and strategic requirement in general, which suggests that the students need some formal instruction of the related pragmatic knowledge for better communicative effects in a discourse community where the English language is used as a communicative medium.

참고문헌 (49)

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