한국어 학습자의 화용 생산 능력과 이해 능력 비교 -추측, 희망 표현의 화행 실현을 중심으로-

이정란 ( Jung Ran Lee ) 이중언어학회 2011 이중언어학 Vol.46 No.-

The aims of this study are to analyze difference between pragmatic productive competence and pragmatic understanding competence and to determine influencing factors on the difference. Pragmatic competence is very important along with grammatical competence to improve communicative competence. However there are not many studies on pragmatic competence in Korean education studies. Therefore, I studied pragmatic competence of Korean learners as comparison between pragmatic productive competence and pragmatic understanding competence. Specifically, I studied expressions for guessing and wish that are used for refusal, suggestion, request in context. In this study, I have two research questions: i ) Is there difference between pragmatic productive competence and pragmatic understanding competence? ii) If there is difference, what factors do influence the difference? In this study, influencing factors were determined as general proficiency and pragmatical functions. The instrument was used in this study is multiple choice test. And I used a t-test to analyze the data.

중국인 학습자의 한국어 숙달도와 화용 능력 연구

이앤슈아이,김영주 한국어의미학회 2012 한국어 의미학 Vol.38 No.-

This study aimed to explore pragmatic competence following to proficiency ranking of Chinese speaking learners of Korean. To meet the goal of the study, it conducted acceptability judgment test and discourse completion test to Chinese learners with ranking 3, 4, 5 and 6 in Test of Proficiency. Their results were compared to those of Korean native speakers. The study was able to draw two conclusions from the results. First, Chinese speaking learners of Korean showed unbalanced development in the process of pragmatic receptive competence and pragmatic productive competence. Second, learners’ pragmatic receptive competence developed following to their proficiency ranking; however, pragmatic productive competence did not show development following to leaners’ proficiency ranking. Although the mean of scores grew, it was not significant. Therefore, this study claimed that the unbalanced pragmatic competence must be considered in teaching Korean to Chinese learners and developing teaching materials.

한국어 고급 학습자의 화용 능력 고찰 -영어권 교포학습자와 비교포학습자의 담화분석을 중심으로-

이동은 국제한국어교육학회 2008 한국어 교육 Vol.19 No.3

Although universals of language pragmatics may facilitate the development of interlanguage pragmatics, L2 learners of heritage and non-heritage display a noticeably different pragmatic system in L2. Even fairly advanced language learners of Korean often lack pragmatic competence, which is the knowledge of what to say, how to say it, and to whom in a given context. In response to these issues, this presentation reports a qualitative analysis regarding the following criteria: a) discourse structure, (b) discourse function, (c) amount of information, (d) level of formality, (e) level of directness and (f) politeness. The data were collected from students attending Korean Flagship Program at Korea University (8 non-heritage learners, 13 heritage learners), whose language level was equivalent to advanced low to high in the scale of ACTFL OPI. For the data building, learners' electronic mail text as well as OPI role play transcription collected. The results from data analysis reveal that heritage and non-heritage learner groups respectively showed the predictable discourse features on their own. Data results from the students also revealed that the learners of different proficiency applied their own pragmatic competence from their own culture to their performance in various socio-pragmatic situations they encounter. Based on research findings this presentation will support the need for the ways of explicit teaching pragmatics that situate socio-cultural tasks.(Korea University)

한국어 학습자의 화용 능력에 영향을 미치는 요인 분석 -초급 양태 표현을 대상으로-

이정란 시학과언어학회 2011 시학과 언어학 Vol.0 No.21

This study aims to investigate the factors which affect pragmatical competence. The pragmatical competence was examined in the acquisition of modality expressions: [obligation] '-아야 하다 (must, should)', '[desire] '-고 싶다 (want to)', [intention] '-으려고 하다 (plan to, intend to)', [conjecture] '-은/는/을 것 같다 (it seems that)'. These expressions are carrying on polite speech act in discourse,The factors are provided in three categories: language competence factors, environment factors and learner factors. Language factors included specific grammatical competence and general competence, proficiency. Environment factors included length of residence and time of communication with Koreans. Learner factors included the native languages of the learners, sex of the learners and age of the learners. In order to analysis the factors affecting pragmatic competence, I conducted a survey targeting 134 learners of Korean. The result demonstrated that only grammatical competence affects pragmatical competence. This result showed that grammatical competence is required for pragmatical competence.

영화와 상황극을 통한 영어의 화용능력 배양을 위한 교육적 접근

김대진(Kim Dae Jin) 영상영어교육학회 2006 영상영어교육 (STEM journal) Vol.7 No.1

This study attempts to analyze and synthesize appropriate theoretical tenets and pedagogical approaches to the development of pragmatic competence, which is an essential part of communicative competence. In this research, previous studies on complaints and refusals have been examined in an effort to grasp an insight into specific teaching methods for the development of the situation-specific pragmatic competence. Pedagogical approaches of movie watching and role plays were used in instruction sessions in an attempt to teach concepts and skills of pragmatic competence for complaint and refusal. Students participating in the study wrote scripts of relevant role plays based on the contents of the movies and pragmatic features expressed in the movies. The role plays were recorded and reviewed in order to evaluate the development of the pragmatic competence needed to perform the specific pragmatic functions It was found that the students' role plays reflected expressions and pragmatic functions expressed in the movies and pedagogical approaches attempted in this study may be worth trying to be replicated in other studies. Proposals for further studies were made.

Grammatical competency or pragmatic competency: An examination of the language features related to proficiency scores in oral interviews

김혜경,Robert Kerr 팬코리아영어교육학회 2016 영어교육연구 Vol.28 No.3

The present study aimed to examine the impacts of two measures of language competency,grammatical and pragmatic competency, on proficiency scores in oral interviews. Theparticipants of this study were 23 university students from South Korea and China. For thedata collection, a semi-structured oral interview was administered to evaluate their oralEnglish proficiency, and each student’s recorded interviews were evaluated again in terms ofgrammatical competency and pragmatic competency respectively, based on the providedrubrics. Further, another set of semi-structured interview was conducted to investigate whatthe test administrators considered to constitute the main features of oral proficiency. Thesescores were then subjected to a Pearson correlation to identify any relationship betweenproficiency scores and grammatical competency scores, as well as between proficiency scoresand pragmatic competency scores. The results of this study illustrated that both grammaticaland pragmatic competency scores showed high correlations with oral proficiency scores. However, pragmatic competency showed a higher correlation than grammatical competency,and a medium effect size was found between two correlation values. The findings of thisstudy imply the importance of pragmatic competency in communication and necessity ofinstruction targeted at to enhancing students’ pragmatic competency in second language (L2)teaching.

Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test Have Washback to L2 Teachers and Learners?

Zia Tajeddin,Ali Dabbagh 아시아테플 2015 The Journal of Asia TEFL Vol.12 No.4

Despite the international surge of interest in the measurement of L2 pragmatic competence, the washback of pragmatic test tasks has remained a noticeably under-researched issue. To bridge this gap, this study sought to investigate the washback of a written discourse completion task (WDCT), as a pragmatic measure, to L2 teachers and learners in two different testing contexts, i.e., one with the addition of WDCT as part of summative assessment (pragmatic testing context) and the other with no such addition to the tests (non-pragmatic testing context). Data from teacher and learner interviews and classroom observations were subjected to content analysis. The results revealed various aspects of pragmatic assessment washback. First, the added pragmatic test tasks in the pragmatic testing context enhanced learners’ noticing of pragmatic aspects of listening materials and teacher talk, whereas learners in the non-pragmatic testing context expressed more concern for lexical and grammatical features. Second, pragmatic context learners specified the production of pragmatically appropriate discourse as the ultimate objective of language learning. Finally, most teachers in the pragmatic testing context emphasized the utility of pragmatic-based teaching activities. The findings indicate that lowstakes pragmatic assessment has a positive washback to learning and teaching activities.

지적장애 아동의 화용언어 특성

박지혜,김화수,박정식 한국지적장애교육학회 2014 지적장애연구 Vol.16 No.2

본 연구에서는 지적장애 아동의 화용언어 능력(이야기 다시 말하기, 이야기 이해, 사회적 의사소통 능력)을 분석하고, 이를 동일 어휘연령의 일반아동과 비교하여 지적장애 아동의 화용언어 특성을 확인하고자 하였다. 연구대상은 어휘연령이 6-10세인 지적장애 아동 20명과 이와 동일한 어휘연령의 일반아동 20명이었으며 각 집단에 대하여 이야기를 제시한 다음, 들은 이야기를 회상하여 다시 말하도록 하였으며 산출한 이야기를 유효정보단위로 분석하였다. 또한 이야기에 대한 이해능력을 점수화하기 위하여 질문에 대한 아동의 응답을 채점기준에 따라 체크하였다. 이에 더하여 사회적 의사소통 능력을 측정하기 위한 화용언어 체크리스트를 구성하여 양육자에게 작성하도록 한 후, 화용언어 능력을 비교분석하였으며 결과는 다음과 같다. 첫째, 어휘연령 6-7세의 지적장애 아동은 어휘연령이 동일한 일반 아동에 비해 이야기 다시 말하기 및 이야기 이해, 사회적 의사소통 능력에서 모두 낮게 나타났으며 그 차이는 유의미했다. 어휘연령 9-10세의 지적장애 아동은 이야기 다시 말하기와 이야기 이해 점수에서는 차이가 없었으나, 사회적 의사소통 능력에서만 유의미한 차이를 보였다. 둘째, 어휘연령 6-7세, 9-10세 지적장애 아동은 이야기 다시 말하기 및 이야기 이해 능력에서 어휘연령 간 유의한 차이가 나타났지만, 사회적 의사소통 능력에서는 어휘연령 간 유의한 차이가 나타나지 않았다. 지적장애 아동의 진단 및 중재 시 의미·구문에 더하여 화용언어 접근은 매우 중요하며 더 나아가 지적장애 아동의 사회적 의사소통 능력은 이야기 중재만으로는 부족하므로, 자연스런 의사소통을 적절히 할 수 있는 환경을 제공해 줄 필요가 있다. The study is aimed to find out pragmatic language characteristics(story retelling, story comprehension and social-communicative competence) of children with intellectual disabilities according to lexical competence. The subject of the study is mainly consisted of two group which is twenty children with intellectual disability and another twenty normal children - twenty children who have 6 to 10-year-old receptive and expressive vocabulary ability. In order to measure the story retelling competence, children were to speak about a story after they were told the story. In order to measure the story comprehension competence, children were examined by questions about the story. Furthermore, in order to measure the social communicative competence, fosterers were given a checklist to measure pragmatic competence and compare linguistic ability. The result of the study is as follow. First, the children with intellectual disability shows a significant difference in the two criteria - story retelling and story comprehension competence while there is not statistically significant difference in pragmatic competence. Secondly, children who have poor lexical competence show significant difference in story retelling, story comprehension competence and social communication competence. However, children with intellectual disability who have advanced lexical competence shows only difference in social communication competence, two other competences were presented to be similar instead.

한국어 학습자의 화용 능력에 영향을 미치는 요인 분석 -초급 양태 표현을 대상으로-

이정란 ( Jung Ran Lee ) 시학과 언어학회 2011 시학과 언어학 Vol.21 No.-

This study aims to investigate the factors which affect pragmatical competence. The pragmatical competence was examined in the acquisition of modality expressions: [obligation] ``-아야 하다 (must, should)``, ``[desire] ``-고 싶다 (want to)``, [intention] ``-으려고 하다 (plan to, intend to)``, [conjecture] ``-은/는/을 것 같다 (it seems that)``. These expressions are carrying on polite speech act in discourse, The factors are provided in three categories: language competence factors, environment factors and learner factors. Language factors included specific grammatical competence and general competence, proficiency. Environment factors included length of residence and time of communication with Koreans. Learner factors included the native languages of the learners, sex of the learners and age of the learners. In order to analysis the factors affecting pragmatic competence, I conducted a survey targeting 134 learners of Korean. The result demonstrated that only grammatical competence affects pragmatical competence. This result showed that grammatical competence is required for pragmatical competence.

The Effect of Instruction on Pragmatic Competence

한지원 사단법인 한국언어학회 2013 언어학 Vol.0 No.67

The Effect of Instruction on L2 Pragmatic Competence. Research on pragmatic competence has increased with respect to L2 developmental studies (Rose 2005; Uso-Juan and Martinez 2008). Korean is one of the languages explored in interlanguage pragmatics and cross-cultural pragmatics (Byon 2006). However, despite growing interest in L2 pragmatics, little research has been conducted on the effect of pragmatic instruction on Korean learners. This study examined how instruction affects the development of pragmatic competence in Korean EFL context. Pretests and posttests were conducted by means of a discourse completion task. Results of the study indicated students who received the instruction increased their pragmatic ability supporting previous findings. For implication, the use of mitigation devices need to gain attention since different types of linguistic politeness were preferred by language learners.