한국어 거절 화행 표현 교육 연구

Abstract

The purpose of this study is to elicit core Korean expressions for Refusal Speech Act and present effective pragmatic educational teaching model. Refusal Speech Act is very important not to make any emotional conflict with the others because of its high risk of face-threatening. However, many of advanced Korean learners could not accomplish Refusal Speech Act successfully even though they have lived in Korea for years. This research was carried out on the premise that this phenomenon was caused by the syllabus of lecture on Korean grammar still arranged by means of grammatical feature and its frequency. Therefore, this study tried to make a list of refusal expressions focused on their pragmatic meanings and a plan for teaching decent Refusal Speech Act skills of advanced learners. Chapter Ⅱ is devoted to extract the core refusal expressions. At first, an extent of Refusal Speech Act was established through defining the range of indirect speech acts. Second, six vocabulary and six syntactic expressions were picked out as core refusal expressions by analyzing over noticeable advanced researches. Third, the pragmatic meanings of the extracted expressions were observed through 33 pieces of short drama descriptions. Finally, a comparison the pragmatic meanings with semantic descriptions on 3 kinds of Korean textbook over 12 extracted expressions was carried out. As a result, 6 aspects were anticipated as the reason to make differences between Korean native speakers and learners Refusal Speech Act. According to the result of Chapter Ⅱ, Chapter Ⅲ looks into learners actual understanding and using aspect of refusal expressions. To grasp the aspect, an oral discourse completion Test, a multiple choice questionnaire and an interview were performed on 24 Korean native speakers and 23 advanced learners. The outcome shows that many of advanced Korean learners do not recognize the pragmatic meaning of refusal expressions and fail to use them appropriately. And the facts which cause the reasons for the inappropriate refusals could be divided into two by the effect: pragmatic failure and error. On chapter Ⅳ, a few examples to teach refusal expressions were presented. Those examples were outlined on the basis of task-based or form-focused instruction. The former method was for explicit instruction about 죄송하다, 미안하다 and 괜찮다 which can cause errors on Refusal Speech Act. And the latter one was for implicit instruction about the items could cause pragmatic failures on refusals such as 안+V, 못+V, -겠-, -ㄹ 것 같다 -니까, -어서. And in the frame of those methods, TTT(Task-Teaching- Task) and OHE(Observe-Hypothesis-Experiment) model were chosen to present some examples of teaching the refusal expressions. Although the trend of L2 education is communicative language teaching, The syllabus of lecture on Korean grammar is still arranged by means of grammatical feature and its frequency. In this regard, this study would provide an example to develop a meaning-centered syllabus of Korean grammar. The limitation of the study is that it was only about lexical/syntactic features and could not cover phonology aspect such as accent, pause and intonation. An follow-up research would be needed in this connection.