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Korean English speakers’ pragmatic ability in performing various speech acts has been investigated widely and their deviant or limited pragmatic ability regardless of their overall English level has been reported in many studies (e.g., Jeon, 1996; Moon, 1996; Park & Nakano, 1999; Paik, 1998; Suh, 1998; Yang, 2000, 2001a, 2001b). Pragmatic ability is the competence of taking appropriate communicative action in its sociocultural context. The major part of communicative action includes using speech acts, such as apologizing, complaining, complimenting, and requesting. In the area of request act, Korean English speakers’ use of conventionally indirect routines and politeness devices was found to be very restricted (Yang, 2000, 2001a, 2001b). It was speculated that the major reason for this lack of pragmatic ability of Korean English speakers was due to the poor pragmatic input, which is the common phenomena in many foreign language situations. In fact, it was found that some common routine formulas and downgraders for polite request acts did not appear at all or only a few were presented in high school English textbooks in Korea according to recent studies (Yang, 2004, 2005). For example, the commonly used conventionally indirect request strategies such as ‘Would it be possible…?’ or ‘Would it be all right…?’ were rarely presented, and ‘I wonder if you could…’ was presented in a small number of textbooks in those studies.
Bialystok (1993) asserts that pragmatic competence will increase only if there is sufficient input of the target feature, if this input is noticed, and if learners can analyze it sufficiently and develop control. Bardovi-Harlig and Hartford (1993), Kasper (1996), and Schmidt (1995) also argue for an input-based explanation for the differential effect of the English as a Foreign Language (EFL) and English as a Second Language (ESL) situation. Most of the classrooms in an EFL setting do not seem to emphasize pragmatic appropriateness a lot unlike the grammatical accuracy. Accordingly, EFL students identified and ranked grammatical errors as more serious than pragmatic errors, while ESL learners and their teachers showed the opposite pattern, ranking pragmatic errors as more serious than grammatical errors (Bardovi-Harlig & Dornyei, 1998). Bardovi-Harlig and Dornyei argues that learners in an ESL context are more likely to pay close attention to the pragmatic aspects of input and to struggle to understand to establish relationships with target language speakers than learners in an EFL context.
In this regard, it is of great necessity for educators and researchers to present proper variety of pragmatic conventions in English syllabi and inquire into the effective instructional methods in pragmatics in EFL contexts to help learners aware of pragmatically appropriate linguistic behavior to behave in a globalised world. In spite of the importance of pragmatic aspects in teaching agenda, the number of studies on instructional effectiveness is relatively small in Korea, comparing to the amount of research on pragmatic features of Korean learners’ interlanguage. Under this circumstance, the ultimate goal of this study is to contribute to the field in developing a better informed pragmatic instructional model by providing concrete examples with an experimental study. Thus, this study examines the efficacy of two different instructional methods based on mainstream SLA theories.


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논문 원본 자료실 - 검색창에서 색인할 수 있으며, PDF파일을 다운 받으실 경우 바로 위의 '뷰어로 보기' 체크를 풀고 확인하시면 됩니다.

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