과제 복잡성에 따른 학습자 발화 연구-화용적 측면을 중심으로-

Abstract

The purpose of this study is to investigate the effect of task complexity on learners' utterances from a pragmatic perspective. To accomplish this research purpose, thirty-four intermediate and advanced Korean language learners and twelve Korean native speakers perform simple and complex tasks manipulating the ‘+/- few elements’. The type of task is role-playing, and tasks are selected according to power relationship and social distance. The results of studying the quantity and type of pragmatic moves show that, firstly, in terms of the quantity of pragmatic moves, the total number of pragmatic moves increase in partially complex tasks, but the number of appropriate pragmatic moves does not increase. In terms of the diversity of the use of pragmatic moves, the types of total number of pragmatic moves and appropriate pragmatic moves do not significantly increase in complex tasks. Next, the results of examining the detailed types of appropriate pragmatic moves show that pragmatic moves vary according to the context of the task. The results of this study suggest that when designing pragmatics tasks, it is important to consider the complexity of the task as well as the context of task in which it is presented to learners.