한국어 모어 화자와 베트남인 한국어 학습자의 협의대화에 나타난 `지시-거절' 대화이동 연속체 분석
A Study on the Dialogue Sequences of Directive-Refusal in the Discussion Dialogue between Korean Native Speakers and Vietnamese Learners of Korean.
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The purpose of this study is to compare and analyze the directive-refusal dialogue sequences in the discussion dialogue between Korean native speakers and Vietnamese learners of Korean in order to investigate the difference in discussion patterns between the two groups. To this end, role play was performed to collect dialogue that is similar to actual ones. In addition, the dialogue sequences that constitute the functional phase of a discussion dialogue were analyzed from the viewpoint of dialogue analysis. The results of this study are as follows: First, in the problem identification stage, the problem-solving stage, and the execution and agreement stage, Vietnamese learners of Korean showed better realization of simple dialogue sequences than Korean native speakers. Second, the dialogue between a professor and a student in terms of demands, expectations, reverse questions, and counter-suggestions were found in the discussion dialogue of Vietnamese learners of Korean; however, they were not found in the discussion dialogues of Korean native speakers. Third, unlike intermediate learners, advanced learners recognized indirect instructions and responded appropriately. They also developed a problem-solving stage by reflecting on the social relationships of the conversation participants. The results of this study can be used as basic data to suggest the direction of teaching and learning for Vietnamese learners of Korean to develop pragmatic communication skills.
Abstract
The purpose of this study is to compare and analyze the directive-refusal dialogue sequences in the discussion dialogue between Korean native speakers and Vietnamese learners of Korean in order to investigate the difference in discussion patterns between the two groups. To this end, role play was performed to collect dialogue that is similar to actual ones. In addition, the dialogue sequences that constitute the functional phase of a discussion dialogue were analyzed from the viewpoint of dialogue analysis. The results of this study are as follows: First, in the problem identification stage, the problem-solving stage, and the execution and agreement stage, Vietnamese learners of Korean showed better realization of simple dialogue sequences than Korean native speakers. Second, the dialogue between a professor and a student in terms of demands, expectations, reverse questions, and counter-suggestions were found in the discussion dialogue of Vietnamese learners of Korean; however, they were not found in the discussion dialogues of Korean native speakers. Third, unlike intermediate learners, advanced learners recognized indirect instructions and responded appropriately. They also developed a problem-solving stage by reflecting on the social relationships of the conversation participants. The results of this study can be used as basic data to suggest the direction of teaching and learning for Vietnamese learners of Korean to develop pragmatic communication skills.
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