Process of Korean Students’ Pragmatic Development in English during Explicit Metapragmatic Instruction: Focus on Request Emails

• 발행기관: 한국영어교과교육학회
• 저자명: Judy Yin
• 간행물 정보: 『영어교과교육』영어교과교육 19권 3호, 131~153쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.08.31

영문 초록

The present study explores the process of how Korean students develop pragmatic competence when writing request emails during metapragmatic instruction. In particular, the study focuses on how students’ usage of request strategies, lexical devices, external modifications, and request perspectives change during the metapragmatic instructional period. Descriptive analysis of the usage frequency of politeness devices was conducted to examine changes before and after the instruction. In addition, the participants’ accounts during the metapragmatic discussions and retrospective interviews were analyzed to ascertain their intentions of the requests as well as their experiences during the instructional period. The results of the study showed that the participants developed pragmatic competence as they enhanced their awareness of the difference between what they had intended and what was actually conveyed. Moreover, the metapragmatic discussions among their peers in regard to the source of the pragmatic failure as well as their developing pragmatic awareness allowed them to experience meaningful interactions. The study stresses the need for explicit metapramatic instructions along with encouragements for metapragmatic discussions to reflect on the norms of the target culture along with their own pragmatic knowledge for Korean students to enhance their pragmatic competence.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHOD

IV. RESULTS AND DISCUSSION

V. CONCLUSION AND IMPLICATIONS

REFERENCES

키워드

메타화용 교육 요청하기 전략 화행 이메일 쓰기 metapragmatic instruction requestive strategies speech act email writing