다문화 고부 갈등 대화에 나타난 불평 화행의 실현 양상과 교육적 시사점
Complaint Speech Acts between Wives and Mothers-in- Law in Multicultural Households and Educational Implications
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The purpose of this study is to examine the conversations between wives and mothers-in-law in multicultural households, which are more likely to see conflicts of varying degrees arising from differences in cultural backgrounds, so as to seek out better communication education for multicultural learners of the Korean language. For this purpose, the study focused its analysis on the strategic criteria and context of complaint speech acts observed between wives and mothers-in-law in multicultural households. Results indicate that the most frequently observed direct complaint speech act strategies included ‘criticizing the other’s actions’ and ‘direct reproach’, while in the case of indirect complaint speech act strategies, ‘stating justifications’ and ‘roundabout criticism’ were the most commonly observed. Looking at the context wherein the complaint speech act strategies were actualized, ‘criticizing the other’s actions’ and ‘stating justifications’ were found commonly in the speech of both wives and mothers-in-law. In particular, the strategy of ‘stating justifications’ occurred in the speech of mothers-in-law who wanted the wives to comply with the Korean lifestyle or way of thinking, as well as in the speech of wives who sought to explain how their actions were justified. Also, ‘direct reproach’ was observed only in the speech of mothers-in-law, which may be attributable to the mother-in-law’s higher social standing relative to the wife. We also found that, on occasions where wives followed the ‘roundabout criticism’ strategy, this was met with forceful complaint speech acts on the part of mothers- in-law. Specifically, when wives responded to complaints from mothers-in -law with speech such as “I’ll do as I see fit” and “Leave me be”, these responses were found to provoke forceful complaints on the part of mothers -in-law. Based on the above findings, we derived the implication that Korean language communication education for multicultural learners should be carried out in view of ‘mutual adjustment and conciliation’.
Abstract
The purpose of this study is to examine the conversations between wives and mothers-in-law in multicultural households, which are more likely to see conflicts of varying degrees arising from differences in cultural backgrounds, so as to seek out better communication education for multicultural learners of the Korean language. For this purpose, the study focused its analysis on the strategic criteria and context of complaint speech acts observed between wives and mothers-in-law in multicultural households. Results indicate that the most frequently observed direct complaint speech act strategies included ‘criticizing the other’s actions’ and ‘direct reproach’, while in the case of indirect complaint speech act strategies, ‘stating justifications’ and ‘roundabout criticism’ were the most commonly observed. Looking at the context wherein the complaint speech act strategies were actualized, ‘criticizing the other’s actions’ and ‘stating justifications’ were found commonly in the speech of both wives and mothers-in-law. In particular, the strategy of ‘stating justifications’ occurred in the speech of mothers-in-law who wanted the wives to comply with the Korean lifestyle or way of thinking, as well as in the speech of wives who sought to explain how their actions were justified. Also, ‘direct reproach’ was observed only in the speech of mothers-in-law, which may be attributable to the mother-in-law’s higher social standing relative to the wife. We also found that, on occasions where wives followed the ‘roundabout criticism’ strategy, this was met with forceful complaint speech acts on the part of mothers- in-law. Specifically, when wives responded to complaints from mothers-in -law with speech such as “I’ll do as I see fit” and “Leave me be”, these responses were found to provoke forceful complaints on the part of mothers -in-law. Based on the above findings, we derived the implication that Korean language communication education for multicultural learners should be carried out in view of ‘mutual adjustment and conciliation’.
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