대화 맥락을 고려한 한국어 말하기, 듣기 교육에 대하여: 다문화 학습자를 중심으로

Abstract

This article discusses the need to consider the authenticity of conversation in Korean conversation education. Specifically, it discusses the need for Korean speaking and listening education that takes into account the conversational context that is not sufficiently covered in current Korean education. To provide education that reflects the authenticity of conversation, it is necessary to understand that the speaker’s utterance can vary depending on the conversational context. And to interpret the meaning of utterances that vary depending on the conversational context, this article examines the theoretical understanding of implicature, presupposition, and speech acts discussed in pragmatics. Based on these theories, it examines how utterances can vary the structure of conversation depending on the conversational context. This discussion is particularly necessary for multicultural women and children who are based in the local community. This is because they relatively use more conversations that vary depending on the conversational context discussed in this article in actual conversations among multicultural families.