학문 목적 한국어 학습자의 발표 후 질의에 대한 분석 연구- 화용적 측면을 중심으로 -

Abstract

The purpose of this paper is to investigate discourse of undergraduate international students' questions and answers after presentations (Q and A), and propose that education on Q and A is necessary for international students. A Q and A is an important opportunity of interaction where such activities as confirmation, elaboration, suggestion, and criticism could be taken place, which require various pragmatic strategies. This study classify questions into two types: questions for understanding and questions for discussion. Questions for understanding include 'request for confirmation' or 'request for elaboration', while questions for discussion include 'suggestion for discussion', or 'evaluation'. For this study, presentations of international students, who are attending K university in Seoul, were recorded and transcribed, and their Q and A's were analyzed. Total 21 cases of Q and A discourses were classified into 'questions for understanding' and 'questions for discussion'. These discourses were analyzed from a pragmatic perspective to see if students are successfully performing subfunctions such as request for confirmation, request for elaboration, suggestion for discussion, and evaluation. Questions for understanding is a kind of request speech act, but the result shows that the basic structure of request, 'opening remark, main speech act, supporting speech acts', did not or poorly appear in the data. Also, there were cases when the purpose of questions were misunderstood as criticism or challenge. Questions for discussion is a kind of persuasion speech act, but the participants in this study show poor management on microscopic discourse structure, and typical expressions used in discussions were not found in their discourse. Hence, this study argues that international students need an education on pragmatics for lead questions and answers successfully.