영어 학습 자료에 나타난 요청 표현 연구: 한국, 일본, 베트남 교과서의 다문화적 관점을 중심으로
A Study of Request Strategies in English Textbooks Based on Multicultural Aspects: Korea, Japan, and Vietnam
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초록
This study investigated speech acts of request in the English textbooks of three Asian countries(Japan, South Korea, and Vietnam) and compared the strategies in order to manifest how they are pragmatically different for EFL learners. First, in the strategy of head acts, 'mood derivable' was the highest, and 'hedged performative' was fewest in all textbooks, while the ratios of some strategies were skewed among three countries. Second, in the use of perspectives, all textbooks preferred 'hearer-oriented' strategy as a main strategy. The frequency in the textbook of Vietnam was much lower than those of other countries in 'speaker-oriented', while those of Japan were the lowest in 'speaker-hearer oriented'. Third, in social status, Vietnam used 'hearer dominant' as a main strategy. Meanwhile, the main strategy in Japan was 'speaker and hearer ambiguous' status, though Korea ranked highest in the use of 'hearer dominant'. Fourth, in the comparison of perspective and social status, the correlation of 'speaker-oriented' and 'speaker dominant' was meaningful in Korea. Japan used the highest between 'speaker-oriented' and 'speaker dominant'. Vietnam was distinguished in 'speaker-oriented' and 'speaker and hearer equal'. The results reflect the cultural variety on request strategy in EFL countries and may contribute to the understanding of the cultural aspects in teaching materials.
Abstract
This study investigated speech acts of request in the English textbooks of three Asian countries(Japan, South Korea, and Vietnam) and compared the strategies in order to manifest how they are pragmatically different for EFL learners. First, in the strategy of head acts, 'mood derivable' was the highest, and 'hedged performative' was fewest in all textbooks, while the ratios of some strategies were skewed among three countries. Second, in the use of perspectives, all textbooks preferred 'hearer-oriented' strategy as a main strategy. The frequency in the textbook of Vietnam was much lower than those of other countries in 'speaker-oriented', while those of Japan were the lowest in 'speaker-hearer oriented'. Third, in social status, Vietnam used 'hearer dominant' as a main strategy. Meanwhile, the main strategy in Japan was 'speaker and hearer ambiguous' status, though Korea ranked highest in the use of 'hearer dominant'. Fourth, in the comparison of perspective and social status, the correlation of 'speaker-oriented' and 'speaker dominant' was meaningful in Korea. Japan used the highest between 'speaker-oriented' and 'speaker dominant'. Vietnam was distinguished in 'speaker-oriented' and 'speaker and hearer equal'. The results reflect the cultural variety on request strategy in EFL countries and may contribute to the understanding of the cultural aspects in teaching materials.
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