영어 능숙도에 따른 화용적 인식과 문법적 인식의 차이에 관한 연구
Pragmatic and Grammatical Awareness according to English Proficiency Levels
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초록
This study investigates the interrelationship of pragmatic awareness and grammatical awareness according to proficiency levels in Korean EFL learners. A total of 105 college students participated in the experiment, and they were divided into three proficiency groups based on their TOEIC scores. They were asked to mark their recognition and ratings of pragmatic and grammatical errors in a written questionnaire with 20 conversations including 8 pragmatic errors and 8 grammatical errors. The results showed that pragmatic awareness improved more slowly than grammatical awareness. The more proficient learners tended to perceive grammatical errors to be more severe. The intermediate and advanced learners recognized far more grammatical errors than pragmatic errors and considered grammatical errors to be more serious. These results support Bardovi-Harlig and Dörnyei (1998) and Schauer(2006). Based on the results, pedagogical implications are suggested for teaching pragmatic awareness to Korean EFL Learners.
Abstract
This study investigates the interrelationship of pragmatic awareness and grammatical awareness according to proficiency levels in Korean EFL learners. A total of 105 college students participated in the experiment, and they were divided into three proficiency groups based on their TOEIC scores. They were asked to mark their recognition and ratings of pragmatic and grammatical errors in a written questionnaire with 20 conversations including 8 pragmatic errors and 8 grammatical errors. The results showed that pragmatic awareness improved more slowly than grammatical awareness. The more proficient learners tended to perceive grammatical errors to be more severe. The intermediate and advanced learners recognized far more grammatical errors than pragmatic errors and considered grammatical errors to be more serious. These results support Bardovi-Harlig and Dörnyei (1998) and Schauer(2006). Based on the results, pedagogical implications are suggested for teaching pragmatic awareness to Korean EFL Learners.
참고문헌 (19)
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