The aim of this study is to divide request speech-act strategies Korean people actually use in Korean, request speech-act strategies of Japanese people in Japanese, and request speech-act strategies of Japanese students learning Korean according to ge...
The aim of this study is to divide request speech-act strategies Korean people actually use in Korean, request speech-act strategies of Japanese people in Japanese, and request speech-act strategies of Japanese students learning Korean according to gender, situation, social variable and request speech-act function, and analyze each category to reveal the differences. Furthermore, it aims to examine the kinds of writing methods and treatment methods used in a situation where each group is making a request to understand the speech-act errors of Japanese students learning Korean, and aid students to speak Korean appropriate to circumstances.
This study examined errors in transfer of language of the middle language from a request speech-act perspective. Korea and Japan are geographically close to each other and are culturally similar, but they have different language cultures, and the type of request speech-act strategy of the two cultures and the degree of indirectness were examined through a Cross-Cultural Speech Act Realization Project (CCSARP), and the request speech-act errors of Japanese students of Korean were analyzed. This experiment was carried out under the presupposition that the request speech-act of Korean men and women and Japanese men and women and Japanese men and women learning Korean would be similar but different, and that the request speech-act of Japanese students of Korean would have errors affected by their mother tongue, Japanese.
Chapter 1 presented the purpose of the study and examined existing studies focusing on studies related to Korean speech-act. Chapter 2 examined a theoretical background for request speech-act. It specifically examined the idea and strategy types of request speech-act, and studied treatment and writing methods considering the expressive characteristics of the Korean language.
Subjects of study and method, and method of analyzing request speech-acts used in order to study the realization forms of request speech-act were explained in chapter 3. This study used a Discourse Completion Test (DCT) as the data collection tool, and the 9 request speech-acts of Blum-kulka, S, House and Kasper (1989) were revised to 9 speech-acts appropriate to Korean, and used as a frame of analysis.
The request speech-acts of Korean men and women, Japanese men and women, and Japanese men and women students of Korean were divided and analyzed according to situation, social status, friendliness and request speech-act function in chapter 4, and the results were presented in chapter 5.
The DCT analysis results are as follows.
First, from a request speech-act strategy perspective, Korean men and women preferred direct statement requests, and Japanese men and women preferred questions about possibility. This is one of the reasons why the Japanese language sounds polite. Not expressing one's thoughts or opinions clearly but using an indirect expression method to allow the other person to make the decision shows one side of Japanese people's use of language. However, speaking vaguely instead of logically in a business situation cannot be accepted as being polite.
From a treatment perspective, Japanese male students preferred to use the informal expression form of respect compared to Korean males. This can be understood as being used as an expression of formality according to grammar more than situational context, because they learn it first or second after the formal expression form of respect. This indicates that there is a need to educate request speech-act strategies that Korean people actually use.
Second, request speech-act strategies according to social status showed that Japanese students use strategies that Korean people do not use. Especially in cases where the person listening is a person of high social status and someone close, Japanese women students were affected by their mother tongue and used sentences of respect, while Korean people used direct expressions and did not use many proposal type expressions. If a Japanese student talks in this way to a Korean person of a high social status, he or she could appear to be an impolite person or person who does not comprehend situations well.
In cases where social status was similar and there was no friendliness, Korean males preferred questions on whether the person listening had the will to do the action, and implicative expressions unrelated to factors of request where the person listening could find out the intention of the speaker. On the other hand, 66.7% of Japanese students preferred clear statements of request, regardless of the request speech-act strategy of their mother tongue. This appears to be due to the idea that Korean request speech-act is clear and direct. Many students seemed to use the expression "give me," which usually appears in beginner level books, or were unable to appropriately differentiate and use speech-act strategies they heard according to situation and person.
Third, request speech-act strategy use according to friendliness shows that Japanese male students used clear requests and order forms more than Korean men when there was no friendliness. This seems to be due to the image that Korean expressions are clear. Since direct speech-act is clearer than indirect speech-act, there is not much chance of miscommunication, but it must be remembered that the person listening could feel a burden from the speaker's request and feel it to be impolite, so speaking according to degree of friendliness needs to be taught.
Fourth, when the characteristic of request speech-act was claim, most Japanese male students used clear requests in Korean, at 53.6%. For example, answers included, "Please do not smoke here because the office is a non-smoking area," "Do not smoke here," and "Give me a cigarette." This appears to be cases of using clear request strategies because it is hard to talk to a person with high social status and no friendliness in Korean. This is not due to effects of the mother tongue, but because of an incorrect awareness of Korean speech-act and a failure to correctly understand Korean society.
Fifth, from a gender perspective, Korean men preferred order type sentences more than women, and women preferred assertive sentences compared to men. Japanese men spoke using questions more than Koreans, and preferred questions when the speaker and person listening had similar social status, were closer to each other, and when the question was closer to a request. This showed a significant difference from Korean speakers, and appeared to be a tendency of Japanese students using questions due to effects of their mother tongue or using order form request speech-acts without considering social status of the person listening, when talking in Korean. Teachers should stress that speech-act preferences are different between students' mother tongues and Korean, and teach within a systematic Korean request speech-act frame according to situation and person and request characteristics.
Speech-act education should be carried out systematically from beginner level for students to speak more closer to the language they are learning, and teachers should teach based on knowledge of actual Korean speech-act rather than vague intuition. I look forward to objective and vast future studies based on characteristics of speech-act and situations where speech-act occur, and relationships between people involved in conversations, to improve students' language and cultural communication skills.
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