L2 Learners’ Pragmatic Awareness in Comparison to Grammatical Awareness in Tertiary Education Settings
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참고문헌
초록
This study aims to explore Korean students’ pragmatic and grammatical awareness with attention to whether there are any differences between college and university students in their level of pragmatic and grammatical awareness. For this purpose, this study employs a language awareness task, which covers three sub-tasks: error recognition, error severity ratings, and error correction. Correlation analyses show that there was a positive correlation between the college group’s grammatical error correction and their pragmatic error correction and between the university group’s pragmatic error recognition and correction. The results also show that the college group recognized pragmatic errors better than grammatical ones and that the university group outperformed the college group at grammatical error recognition. The analysis also reveals that both college and university groups rated pragmatic errors as more severe than grammatical ones. However, the error correction task reveals the opposite, showing that the two learner groups performed grammatical error correction much better than pragmatic error correction. On the basis of the results, pedagogical implications are provided to help learners promote their pragmatic and grammatical awareness.
Abstract
This study aims to explore Korean students’ pragmatic and grammatical awareness with attention to whether there are any differences between college and university students in their level of pragmatic and grammatical awareness. For this purpose, this study employs a language awareness task, which covers three sub-tasks: error recognition, error severity ratings, and error correction. Correlation analyses show that there was a positive correlation between the college group’s grammatical error correction and their pragmatic error correction and between the university group’s pragmatic error recognition and correction. The results also show that the college group recognized pragmatic errors better than grammatical ones and that the university group outperformed the college group at grammatical error recognition. The analysis also reveals that both college and university groups rated pragmatic errors as more severe than grammatical ones. However, the error correction task reveals the opposite, showing that the two learner groups performed grammatical error correction much better than pragmatic error correction. On the basis of the results, pedagogical implications are provided to help learners promote their pragmatic and grammatical awareness.
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