영화 담화의 화용적 특성이 기억력에 미치는 영향
A Study on Memory Effects of Pragmatic Features of Dialogues in Films.
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It has been getting popular to use film dialogues in the learning and teaching of English. Even though films have communicative and pragmatic features of value, it has been shown that the use of film dialogues is limited only to the teaching of linguistic knowledge such as vocabulary, grammar and useful expressions. On the contrary to conversation textbooks, film dialogues cannot be said to be different from naturally occurring dialogues. This paper argues that it is the conversational implicature that makes film dialogues authentic and meaningful. Almost every utterance has its intended and implied meaning from what is literally said, based on the context and the thoughts and feelings of interlocutors. A number of examples and case analyses are presented with conversational implicature in film dialogues. The aspects and conditions of conversational implication in films are identified and diagnosed. In addition, the concepts of promoting pragmatic competence using film dialogues are suggested.
Abstract
It has been getting popular to use film dialogues in the learning and teaching of English. Even though films have communicative and pragmatic features of value, it has been shown that the use of film dialogues is limited only to the teaching of linguistic knowledge such as vocabulary, grammar and useful expressions. On the contrary to conversation textbooks, film dialogues cannot be said to be different from naturally occurring dialogues. This paper argues that it is the conversational implicature that makes film dialogues authentic and meaningful. Almost every utterance has its intended and implied meaning from what is literally said, based on the context and the thoughts and feelings of interlocutors. A number of examples and case analyses are presented with conversational implicature in film dialogues. The aspects and conditions of conversational implication in films are identified and diagnosed. In addition, the concepts of promoting pragmatic competence using film dialogues are suggested.
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