명시적 교수와 암시적 교수가 요청 화행 전략 표현 학습에 미치는 효과 비교 연구

• 영문명: The effects of explicit and implicit pragmatic instruction in Korean request strategies for Chinese learners
• 발행기관: 국제한국어교육학회
• 저자명: 이연경
• 간행물 정보: 『한국어교육』25권 1호, 115~144쪽, 전체 30쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2014.03.31

영문 초록

The purpose of this paper is to compare the two different instruction methods for Korean learners of academic purposes in learning request expression. Participants were divided into two groups, explicit and implicit group. Both groups viewed several scenes from the drama that involved native speakers interacting in different situations. The instructional treatment for the explicit group included metapragmatic information while the treatment for the implicit group did not. On the other hand, the treatment for the implicit group followed implicit techniques, which were repetition of the video presentation and a script reading activity. This study was made up of a pre-test, a post-test, and a delayed-test. The pre-test was conducted prior to the instructional treatment. The post-test was administered a day after the last instruction and the delayed-test was conducted five weeks after the treatments. Two types of tests, speaking and writing, were used in this study to examine subjects’ knowledge of Korean request. The result of this research reveals that implicit treatment was more effective than explicit treatment in Korean learners’ request acquisition. This results might have been due to the operationalization of the implicit condition in this study. Implicit instruction may help language learners make rules by themselves through tasks. (Sookmyung Women’s University)

목차

1. 서론

2. 이론적 배경 및 선행연구

3. 연구 방법

4. 결과 분석 및 논의

5. 결론 및 제언

참고문헌

키워드

화용 교수 명시적 교수 암시적 교수 요청 전략 학문 목적 학습자 pragmatic instruction explicit instruction implicit instruction request strategy learners for academic purposes