The Study of Korean ESL Learners' Verbal Acts and Its Pedagogical Implications
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Abstract
The present study aims to identify the areas for pedagogical instruction based on the analysis of how Korean nonnative speakers of English apologize with respect to different social statuses. The study involved open role plays as a data collection method and examined three types of apologies (i.e., English apologies by the native speakers of English and English as well as Korean apologies by the Korean nonnative speakers of English). The findings indicate that despite the nonnative speakers’ high linguistic proficiency in a second language, there were still gaps between the L2 apology speech acts by the Korean nonnative speakers of English and those by the native speakers of English. The differences were found in both pragmatic and linguistic adequacy. These gaps seem to be due to various factors including the nonnative speakers’ verbosity, transfer of linguistic and pragmatic knowledge from the first language, improper understanding of the target language social norms, and lack of second language linguistic forms to communicate successfully. Based on the present findings, areas were pointed out to instruct these particular nonnative speakers.
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