한국어 공손 화용교육의 학습 단계별 학습 내용과 교육 방안

Abstract

Taking notice of politeness, which is central to Korean pragmatic education, this paper suggested the educational contents of politeness pragmatic expressions according to learning levels, and discussed about specific learning methods. This was based on findings from the analysis Korean textbooks, a questionnaire survey of teachers and learners, and the analysis of the learners’ errors. First, at the beginning level, pragmatic education about basic request and refusal expressions and education about hedges as well as education about grammatical honorifics should be conducted. At the intermediate level, pragmatic education about general address terms derived from titles of authority and kinship terminologies, the politeness of suggestive form ‘-haeyo’ style as well as the aspects of politeness displayed at non-pragmatic levels and the definite perception on the concept of politeness should be conducted. In the learning, it is required to compare differences between a case where a request or a refusal expression is made directly and a case where a request or a refusal expression is made indirectly and politely, and to compare step-wise differences of request and refusal expressions that exist according to the degrees of politeness. At the advanced level, education about a high level of honorific vocabulary or pragmatically polite extraordinary expressions should be carried out. As for methods for politeness pragmatic education, it can be suggested that the pragmatic generative mechanisms of polite expressions(differences between honor and politeness, between absolute politeness and relative politeness, between formal politeness and informal politeness, the important role of hedges) should be recognized, and that education about linkages between non-pragmatic levels(grammar, vocabulary) and the pragmatic level, and the linkage between pragmatic education and politeness pragmatic education should be conducted.