This study aims to identify distinguishing features of speech act of refusal in the Korean language through reviewing various aspects to performances of speech act of refusal by Korean native speakers, and on that basis, to propose a teaching/learning...
This study aims to identify distinguishing features of speech act of refusal in the Korean language through reviewing various aspects to performances of speech act of refusal by Korean native speakers, and on that basis, to propose a teaching/learning method so that Korean learners can produce socially and culturally appropriate refusal speech acts in situations where they want to refuse something.
This stydy proposes a variety of teaching/learning activities using TV dramas based on the result analysis presented in Chapter Ⅳ. Along with that, it discusses the following educational significances; 1) TV dramas provide cultural and communicative examples showing different situations and relationships between conversation partners, according to which speech act strategies can vary. This means that TV dramas can be an ideal tool for understanding refusal speech act performances that requires different types of strategies depending on the partner's social status, age, degree of intimacy between the partners, and other considerations. 2) TV dramas provide authentic language data that may not be covered by regular textbooks. 3) TV dramas also are windows into a vernacular culture. 4) Activities designed using TV dramas are fun way to learn and stimulate learners' interests.
The proposed teaching/learning method on refusal speech acts utilizing TV dramas takes the following conditions into consideration. First, since refusal speech acts are exhibited differently in different languages and cultures, pragmatic rules in terms of the social and cross-cultural context should be reflected into syllabus on refusal speech acts. Second, because the understanding of culture-specific elements in refusal speech acts and such factors as power or interest relationship between partners and antecedent speech is considered very important, sufficient descriptions or explanations about those factors should be given prior to or after TV drama presentations. Third, a variety of activities should be included in the method in order to stimulate learners' interests, leading to enhanced their learning effects. Fourth, language functions should be broadly distributed. Fifth and Lastly, a diversity of situations which social linguistic features are factored in should be provided.
In sum, pragmatic failures by learners may cause more severe misunderstandings and conflicts than grammatical errors. Furthermore, refusal is a face-threatening act to the listener, and therefore it is often realized through indirect strategies. Against this context, it can be argued that the teaching of refusal speech acts is needed to improve the learners' pragmatic and communicative competence. This study is significant in that it attempts to meet such needs, especially drawing on refusal expressions which were absent in previous research, and present TV drama-based teaching/learning activities that will allow learners to extend their speech act strategies to other speech act types.
，韩语论文范文，韩语论文范文 |
