화행 교육이 중국인 한국어 학습자의 화용 능력 자기평가에 미치는 영향
The Impact of Speech Act Education on the Self-assessment of Pragmatic Competence among Chinese Learners of Korean
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This study examines the effects of explicit instruction of Korean speech acts using a PPP framework over a 10-week period among intermediate-level Chinese learners of Korean. Through pre- and post-self-assessment of their pragmatic competence, the results indicate that the experimental group showed significantly greater improvement than the control group. Significant gains were observed in the speech acts of greeting, thanking, complimenting, refusing, disagreeing, apologizing, and consoling. However, learners reported persistent difficulty with complaints, suggestions, and requests. The findings suggest that while explicit instruction can enhance pragmatic acquisition, the learning burden varies according to the face-threatening nature of the speech act. Instructional emphasis should be placed on high-face-threat acts through contextualized and scaffolded practice.
Abstract
This study examines the effects of explicit instruction of Korean speech acts using a PPP framework over a 10-week period among intermediate-level Chinese learners of Korean. Through pre- and post-self-assessment of their pragmatic competence, the results indicate that the experimental group showed significantly greater improvement than the control group. Significant gains were observed in the speech acts of greeting, thanking, complimenting, refusing, disagreeing, apologizing, and consoling. However, learners reported persistent difficulty with complaints, suggestions, and requests. The findings suggest that while explicit instruction can enhance pragmatic acquisition, the learning burden varies according to the face-threatening nature of the speech act. Instructional emphasis should be placed on high-face-threat acts through contextualized and scaffolded practice.