This study aims to consider Korean Request Speech Act of Mongolian Learners. Mongolian learners are classified into two groups factoring learning circumstances: KFL, those who learn in Mongolia; and KSL, those who learn in Korea. There are numerous st...
This study aims to consider Korean Request Speech Act of Mongolian Learners. Mongolian learners are classified into two groups factoring learning circumstances: KFL, those who learn in Mongolia; and KSL, those who learn in Korea. There are numerous studies about the Interlanguage Pragmatic Development of Korean learners who use English, Chinese, and Japanese. However, there are only a few studies for the Mongolian counterpart. In addition, there is not yet a single study about the strategy or recognition of the Speech Act of Korean Learners who learn Korean in Mongolia.
This study was conducted to discover a strategy for examining the differences between Mongolian learners in Mongolia and Mongolian learners in Korea who are exposed to dissimilar circumstances. It investigates the Request Speech Act of four groups in 12 situations as main and accessorial request strategies and clarified by SPSS18.0. The study is divided into five parts.
Part I presents the purpose of this study and reviews some of preceding studies. The necessity of this study is validated by its criticism of previous studies about Mongolian Korean learners. Although the criticized studies have actively invested the strategies of the Speech Act of Korean learners, these same studies are lacking in their investigations of Mongolian learners who learn Korean.
Part II contemplates the basis of the theory for this study: it suggests the speech act theory, the definition and its categorization. Also, it approaches the factor of Korean as a foreign/second language through this study. It reveals the differences between Mongolian and Korean learners by studying the Request Speech Act. The preceding studies have dealt with the native speaker's strategy aspect by analysing the effects of native speakers by language strategy. However, they didn't present this information in specific detail. Therefore this study's purpose is to show the Mongolian native speaker's request strategy aspect in detail and present the specific effect of native speakers.
Part Ⅲ deals with request method minutely. It introduces request process, data collect method, subjects information and main and sub request strategy type. Before the preparatory test, it excluded or modified the non-real situation for clarifying certain genuine request situations. It implemented the preparatory test to use the DTC-organized 12 request situations. After that process it revealed the problems in the preparatory test and I carried out the test with that. It arranged Mongolian or Korean strategy expression with the preparatory test in reference. When cording subjects' strategy type, it aims to bolster confidence and accuracy for not only myself but also experts of Mongolian education.
Part Ⅳ analysed subjects' feature presented in each analysis: the 4 groups of subjects' main and sub request strategy, the difference between Mongolian and Korean native speaker and the difference between KFL and KSL request strategy. Also, it verified whether the differences are correct or not statistically sound. Furthermore, it studied what influence social modification has on the request strategy aspect.
The analysis of the first research question distinguishes between Korean and Mongolian native speakers' request strategy aspect and reveals that Korean native speakers carry out main request speech act strategically. On the other hand, Mongolian native speakers favor Korean wishful sentences, such as‘-았/었/였으면 좋겠어요(I hope that).’Besides, it was confirmed that the direct strategy expression of Mongolian Request Speech Act is comprised of performative verbs (guimaar baina, guij baina, guix gesen yum/yum baina, guix geel, guix l gej, guix sanaatai/bodoltoi) and performative noun in the MNS group, which showed the highest frequency except for imperative and obligation.
In indirect strategy, KNS group preferred the will type that speakers ask listeners' will or intention and MNS group favored the ability type that speakers request listeners' speech ask active ability. While KNS group usually use inference strategy that speakers help listeners can implement to express request speech act by themselves, MNS group use it rarely.
The analysis of the second research question KFL and KSL groups request strategy was that they preferred direct expression to indirect. However, KFL group was more likely to use direct expression (imperative and obligation strategy) than the other three groups, especially obligation frequency which was 2.3 times higher than MNS group's frequency. As a result, when KFL group compares with KSL and KNS group, they favor the direct strategy when using Request Speech Act.
On the other side, KSL group uses both direct and indirect strategy similarly and prefer imperative in direct strategy. Also, KSL group prefers will type '-아/어 줄래요?/주시겠습니까?(would you please~?)'. In case of KFL group, they like to use permission type '-아/어도 돼요?, -(으)면 안 될까요?(Could I~?)'.
But KFL group which is one of Mongolian learners groups usually uses permission type strategy and the other group KNS prefers condition type speech 'Could I~?' to concession type speech 'May I~?'. It is related to Mongolian typical request speech act strategy '-bal/val⁴zereg nöxcölt bütectei (composed condition type 'if~').
Therefore while the request strategy of Mongolian learners living in Korea is similar to Korean native speakers, Mongolian learners living in Mongolia have a more direct and obvious request strategy than in Korea.
All of Mongolian leaners are influenced considerably by Mongolian language to express Korean request speech act. In case of request sub strategy, there is little difference between the KFL and KSL groups, it looks like Mongolian leaners use familiar one of sub strategies or not.
Part V suggested the significance and limit of this study and organized request analysis result presented in Part Ⅳ. The studies about Korean language learners' Request Speech Act strategy were achieved for now. However, study about Mongolian learners was insufficient. In addition, it was verified that there was no discussion analysing learners' the pragmatics ability of learners studying Korean.
Thus this study is expected to be the basis of foreign learners to study Mongolian thought researching request speech act strategy of Mongolian learners who are exposed to similar situation. Upon the complein of this study, it is expected to have relevancy in terms of not only Mongolian Korean language Speech Act but also Korean language educational data.
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