The purpose of this study is to identify problems of refusal speech acts shown in Korean language text books and suggest proper education methods by analyzing refusal speech acts in Korean language text books and comparing survey results. The reason t...
The purpose of this study is to identify problems of refusal speech acts shown in Korean language text books and suggest proper education methods by analyzing refusal speech acts in Korean language text books and comparing survey results. The reason to focus on refusal speech among various kinds of speech acts is that a refusal act is likely to hurt feeling and self-esteem of the other parties as it is an act to refuse demand from them. Futhermore, a speaker may not feel comfortable and look like a rude person as a speaker must express that he/she would not accept a request. Therefore, a refusal strategy, which should be suitable for a certain circumstance, must be used to protect self-esteem for the others, as well as successfully achieving the goal of speech.
In Chapter Ⅱ, refusal speech acts written in Korean language textbooks was analyzed by the course of study, chapter structure, types and variables. The 5type of elementary and intermediate level Korean language text books (total 22books), which were published by university attached education centers with more than 10years of education period, were analyzed. According to the findings, the course of study does not match the contents of text books. The number of text books suggesting inductive speech acts in the course of study is bigger than the number of text books containing refusal speech act. In addition, there are more acceptance of inductive speech acts than refusal According to the analysis of chapter structure, relevance of language areas suggested in each chapter and the refusal speech act appearing area can be identified. Total 210times of refusal speech acts were found. The area with the highest frequency of refusal speech act was writing area. With this result, we can find that such refusal speech acts are just provided in the course of practicing certain grammar items.
With regard to analysis of refusal speech act by types and variables, it is found that indirect refusal speech acts are more frequently shown in most of the elementary and intermediate textbooks than direct refusal speech acts although there is difference in frequency. However, this also mainly leans upon ‘provision of reason’. Additional Expression is only found once in the analysis of the all textbooks, which supports the nature of additional expression. In addition, the frequency of combined speech act is high. Especially, most of the elementary textbooks contain ‘provision of reason’. Though the intermediate textbooks consists of various speech acts compared to the elementary textbooks, it is revealed that refusal speech act is not presented in various ways in both the elementary and intermediate textbook in general. It is thought that there is the lack of diversity of strategies as they are depending on a certain strategy.
With regard to the factor analysis of refusal speech act it has been performed by inductive speech act and social variables. The number of inductive speech acts appeared in each textbook is total 167. Most of them is ‘Suggestion’ and the next is ‘Request’ and ‘Recommendation’ in order. The ‘provision of reason’ is most frequently found in ‘Recommendation’, ‘Request’ and ‘Suggestion’ of inductive speech act while the ‘provision of reason’ and ‘expression of untowardness’ are in ‘Order’ of inductive speech act and ‘No’ and ‘OK’ are in ‘Request’ of inductive speech act. Total 171 dialogs are included in the analysis of social variables. Overall, a social variable such as vertical relationship and closeness between speakers are rarely presented in the textbooks. Most of the dialog situations should be inferred from the dialog without specific explanation and variables of refusal speech acts are not evenly presented.
In Chapter Ⅲ, a survey for 60 Koreans and 50 Chinese who have a TOPIK certificate higher than the third grade was performed. According to the analysis on total 18 survey questions, Koreans show high frequency of use of combined speech acts. However, the frequency of use of single speech act is higher in the textbooks and especially they depends on ‘No’ and ‘Provision of Reason’. This means that the textbooks do not reflect many different natural situations. Furthermore, although combined speech acts with more than three elements are frequently used in reality, only seven combined speech acts are found in the textbooks.
Problems of the textbooks are presented and recommendation for improvement is suggested in Chapter Ⅳ, based on investigation of the Korean language textbooks and the survey mentioned in the previous paragraph. There are following problems. First, the introduction of characters allocated in the front of the textbooks does not reflect a variety of social aspects. Second, the course of study does not match the content of textbooks. Third, importance of speaking is low. Fourth, more than half of the parts refusal speech acts appears are found in the grammar area. Fifth, the frequency of use of refusal speech acts in the intermediate textbooks decreases. Sixth, refusal and inductive speech acts depend on a certain type of speech act. Seventh, inductive speech act is hardly connected to refusal speech act. For the remedies, first, a variety of social aspects should be considered for allocation of characters. Second, the content of textbook should be configured after the course of study is decided. Third, refusal speech act should appear in various parts. Fourth, it is necessary to increase weight of speaking area even though refusal speech act should appear in various parts. Fifth, refusal speech act should be presented in consideration of a development stage. Sixth, a textbook should be prepared with various refusal and inductive speech act. Seventh, it is suggested that acceptance and refusal rate following inductive speech act should be somewhat balanced. Finally, Use of dialog, audio and video materials and role play
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