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영어원어민의 화용인식(pragmatic awareness)을 의도적 교습을 통해 가르칠 수 있는가?

Can the Pragmatic Awareness of Native Speakers of Eglish Be Taught through Intentional Instructions?

김대진
사단법인 한국언어학회 (The Linguistic Society of Korea)|2006.03|언어학 (EONEOHAG)|제14권 제1호|pp. 157-181

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참고문헌

주제분류언어학

초록

Abstract

Kim, Dae Jin. 2006. Can the Pragmatic Awareness of Native Speakers of English Be Taught Through Intentional Instructions? The Linguistic Association of Korea Journal, 14(1), 157-181. This study attempts to explore the pedagogical possibilities of pragmatic awareness for particular communicative skills of EFL learners. Two groups of university students in Korea have participated in the study. One group received a formal instruction on how to speak and behave in particular communicative situations of refusal through movies and role plays while the other group did not get any intentional intervention. The students in both groups took the discourse completion test (DCT) in which each student completed discourses in various refusal situations. The results of the DCT for each group were compared to analyze whether the instruction made any difference in the pragmatic awareness of the EFL learners. The analysis showed evidence of teaching effects on pragmatic awareness. Other points of interest on the pragmatic competence development have been discussed.

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