명시적 교수와 암시적 교수가 요청 화행 전략 표현 학습에 미치는 효과 비교 연구 -중국인 한국어 학습자를 대상으로-The effects of explicit and implicit pragmatic instruction in Korean request strategies for Chinese learners
- Other Titles
- The effects of explicit and implicit pragmatic instruction in Korean request strategies for Chinese learners
- Authors
- 이연경
- Issue Date
- Mar-2014
- Publisher
- 국제한국어교육학회
- Keywords
- 화용 교수(pragmatic instruction); 명시적 교수(explicit instruction); 암시적 교수(implicit instruction); 요청 전략(request strategy); 학문 목적 학습자(learners for academic purposes)
- Citation
- 한국어교육, v.25, no.1, pp 115 - 144
- Pages
- 30
- Journal Title
- 한국어교육
- Volume
- 25
- Number
- 1
- Start Page
- 115
- End Page
- 144
- URI
- https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/52223
- DOI
- 10.18209/iakle.2014.25.1.115
- ISSN
- 1225-6137
- Abstract
- 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)
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