고등학교 화법 교육에서 화행 교육 실태 분석과 개선 방안

Abstract

Via a review of five major textbooks based on the 2015 revised curriculum, this study analyzes the current state of speech act instruction in Korean high school language arts. Despite the importance of speech acts such as apology, request, refusal, and gratitude in everyday communication, current textbooks offer only basic definitions and stereotypical expressions, ultimately lacking context-based instruction and practical strategy training. The analysis reveals that classroom activities are often repetitive and focused on politeness and formality, with little attention to pragmatic strategies or sociocultural context. Assessment methods also tend to prioritize correctness over reflective or process-based evaluation. Accordingly, this study suggests the need for a more pragmatic and learner-centered approach to speech act instruction. Furthermore, the integrating of explicit instruction on communicative goals, strategies, and authentic performance in various contexts, as well as encouragement of self- and peer assessment. The findings highlight the importance of supporting students’ real language use and autonomy, which provide implications for curriculum reform and classroom practice to better prepare students for real-life communication.