한국어 교재와 영어 교재의 조언 화행 비교 연구
A Comparative Study on Advice in the KSL and the ESL Textbooks.
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The study aims at analyzing advice in the KSL and the ESL textbooks. The study investigates the patterns of advice in terms of contexts and the relationships between speakers and listeners, and also compares the degree of directness of the presented advice according to the contexts, the relationships between the Ss and the Ls, and the occurrence of request of advice. For the study, five KSL textbooks and six ESL textbooks in the beginning and intermediate levels are utilized. The results of the study are as follows: First, the KSL and the ESL textbooks display a similar pattern in presenting advice in terms of the contexts except the case of the ‘wrong-doing’. Second, in terms of the relationship between the S and the L, advice is presented most when the S and the L are equal in the both of the textbooks. Third, in the degree of directness, compared to the case of the ESL textbooks, the KSL textbooks tend to present advice in more direct ways in general. In addition, the KSL textbooks exhibit the most frequent use regardless of the different variables, but the ESL textbooks, on the contrary, show different patterns in accordance with the different variables, such as the relationship between the S and the L and the occurrence of request of advice.
Abstract
The study aims at analyzing advice in the KSL and the ESL textbooks. The study investigates the patterns of advice in terms of contexts and the relationships between speakers and listeners, and also compares the degree of directness of the presented advice according to the contexts, the relationships between the Ss and the Ls, and the occurrence of request of advice. For the study, five KSL textbooks and six ESL textbooks in the beginning and intermediate levels are utilized. The results of the study are as follows: First, the KSL and the ESL textbooks display a similar pattern in presenting advice in terms of the contexts except the case of the ‘wrong-doing’. Second, in terms of the relationship between the S and the L, advice is presented most when the S and the L are equal in the both of the textbooks. Third, in the degree of directness, compared to the case of the ESL textbooks, the KSL textbooks tend to present advice in more direct ways in general. In addition, the KSL textbooks exhibit the most frequent use regardless of the different variables, but the ESL textbooks, on the contrary, show different patterns in accordance with the different variables, such as the relationship between the S and the L and the occurrence of request of advice.
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