The purpose of this research is to examine if TOPIK evaluates correctly several forms of speech act theory that foreigners learning Korean actually use in the situation of communication. Like other languages, there are various forms of speech act that...
The purpose of this research is to examine if TOPIK evaluates correctly several forms of speech act theory that foreigners learning Korean actually use in the situation of communication. Like other languages, there are various forms of speech act that Korean native speakers use in daily life and many kinds of the propositions. In spite of it, there are differences in using frequency of each speech act and proposition. There are expressions used often and other expressions which are not used often. But, in the situation of actual conversation, it's different to evaluate leaners in test although the using frequency is different. It's very important to suggest proper items variously and evenly with discrimination capability.
To achieve it, this thesis took texts in listening section of middle-grade and high-grade test among the TOPIK conducted from the 11th to the 28th as an object of analysis. Firstly, among the speech suggested in texts, speech which is an answer of question was set as ‘responding speech’, rightly previous speech used for drawing responding speech was set as 'response inducing speech'. The speech act used for response inducing speech was analyzed based on the J. R. Searle's standard of classification about the illocutionary acts used for each speech act.
First of all, it examined how much indirect speech act was used in speech of texts suggested.
Indirect speech act is not used more frequently than direct speech act, but it has greater illocutionary force. Also, speech can be done with speech act ability at relatively high standard, so proper discrimination is possessed for evaluating learner's speech act ability or studying degree.
Regardless of direct speech act and indirect speech act, it firstly examined how much five speech acts of ‘Assertives’, ‘Directives’, ‘Commissives’, ‘Expressives’, ‘Declaratives’ are used evenly in all of speeches. And then, sub-propositions used for speech act were divided and arranged. Propositions such as statement, expectation, question, instruction, intention, pleasure, declaration, etc. are included to sub-item of each speech act. It indicated appearance frequency of speech act and propositions which are arranged like that as the number and rate, so examined if the results are proper to evaluate learners' speech act ability.
It is for examining if speech act or proposition used for each speech of text is excessively biased to one side. Also, it analyzed appearance frequency by speech act relations for illocutionary force of response inducing speech and responding speech and examined if they examine learners' speech act ability with reliability and validity.
Speech act and proposition which were analyzed were arranged by chart by dividing into middle-grade test and high-grade test. And, for the speech act and proposition showing biased appearance frequency, the possibility of following improvement was insisted.
As stated, the form of speech act used in actual speech can be changed so much according to the situation. But, it's necessary to suggest various forms evenly and maintain discriminated and objective attitude so as to evaluate leaner's speech act ability and degree of speech act studying in test. According to the results of this thesis' analysis, speech act used for texts at middle grade and high grade tests of listening section in TOPIK from the 11th to the 28th is biased. Different opinion can be existed for the property of applying speech act theory to the text of TOPIK. But, if considering only results, more accurate standard of questions or evaluation is necessary when deciding texts suggested in test questions at least. And, it should be improved.
，韩语论文题目，韩语论文范文 |
