중학교 영어 교과서에서의 요청 표현에 대한 교사와 학습자의 공손 정도 인식 차이
A comparison of teachers’ and learners’ opinions about the degree of politeness in requests presented in Korean middle school English textbooks
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The main purpose of this study is to compare opinions on the degree of politeness forthe expressions presented in situational dialogs in the third grade middle school Englishtextbooks in Korea. A total of 60 Korean middle school students, 38 native Englishspeakingteachers (NEST) and 38 non-native English-speaking teachers (NNEST) inKorea took part in the study. The results of the survey and interviews reveal that therewere significant differences in opinions between NEST and Korean students. Eightquestions out of 20 were found statistically different. Both Korean students andNNEST showed similar opinions. They considered a listeners’ social status, age andsocial distance as major factors in facing situations in which polite expressions should be used. Based on the analysis, it is suggested that not only should various expressions on requests be included in language teaching materials, but also socio-culturalcharacteristics of language expressions should be explicitly taught to enhance learners' pragmatic competence.
Abstract
The main purpose of this study is to compare opinions on the degree of politeness forthe expressions presented in situational dialogs in the third grade middle school Englishtextbooks in Korea. A total of 60 Korean middle school students, 38 native Englishspeakingteachers (NEST) and 38 non-native English-speaking teachers (NNEST) inKorea took part in the study. The results of the survey and interviews reveal that therewere significant differences in opinions between NEST and Korean students. Eightquestions out of 20 were found statistically different. Both Korean students andNNEST showed similar opinions. They considered a listeners’ social status, age andsocial distance as major factors in facing situations in which polite expressions should be used. Based on the analysis, it is suggested that not only should various expressions on requests be included in language teaching materials, but also socio-culturalcharacteristics of language expressions should be explicitly taught to enhance learners' pragmatic competence.
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