Pragmatic Comprehension of Conversational Implicature in L2 English: Effect of Instruction

• 발행기관: 한국영어교과교육학회
• 저자명: 한지원(Jee-Won Hahn)
• 간행물 정보: 『영어교과교육』영어교과교육 19권 3호, 1~18쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.08.31

영문 초록

Non-native speakers of English are known to have difficulty in interpreting conversational implicatures even though they are advanced level of language proficiency (Cook & Liddicoat, 2002; Roever, 2010). The current study examines the effect of pragmatic instruction on interpreting conversational implicature, focusing on Korean EFL learners. To improve learners’ comprehension, linguistic theory, based on Grice (1975), was incorporated into classroom instruction. Activities from previous studies (Murray, 2009, 2011) were adopted and modified for college-level students. Then a brief survey was conducted to find whether the teaching of conversational implicatures was effective between the pre-test and post-test. The results of the study revealed that the mean differences between the pre-test and post-test were statistically significant. The learners performed better than before receiving the instruction. Among the types of implicatures, Pope Q and relevance-based implicatures were relatively easily recognized by the learners while indirect criticism was difficult, which was consistent with previously identified patterns (Lee, 2002; Taguchi, 2005). Pedagogical implicatures are discussed with reference to the role of linguistic theory in English education.

목차

I. INTRODUCTION

II. THEORETICAL BACKGROUND

III. THE STUDY

IV. RESULTS

V. DISCUSSION

VI. IMPLICATIONS FOR TEACHING PRAGMATICS

REFERENCES

키워드

대화함축 제2언어화용 이해도 교수가능성 conversational implicature L2 pragmatic comprehension teachability