Earticle

초록

영어

As an exploratory study to expand the scope of focus-on-form instruction to the teaching of pragmatics, the present research sought to examine the effects of two different obtrusive instructions on the learning of request forms. The effects were examined in three respects: the learning of target request forms, the confidence in formulating request forms, and the rationale for formulating request forms. To this end, 76 female students at a middle school in Busan, Korea, participated in the present study and were divided into explicit teaching group and form-comparison group. They were required to take a pretest, receive four sessions, and take a posttest set. The results suggest that the two groups did not differ from each other nor from the native-speaker group in terms of the request forms employed, and that the treatments did not suffice to promote learners’ confidence. Nevertheless, the self-report data indicated that the explicit teaching has helped the learners understand the significance of sociolinguistic variables in selecting appropriate request forms.

목차

1. Introduction
 2. Review of the Literature
  2.1. Focus on Form Instruction
  2.2. FonF Instruction in the Teaching of Pragmatics
  2.3. Research Questions
 3. Methodology
  3.1. Participants and Setting
  3.2. Instruments
  3.3. Treatments
  3.4. Data Collection Procedures
  3.5. Data Analysis
 4. Results and Discussion
  4.1. Effects on the Learning of Target Request Forms
  4.2. Effects on Learners' Confidence in Formulating Request Forms
  4.3. Effects on the Rationale for Formulating Request Forms
 5. Concluding Remarks
 References

키워드

sociolinguistic variables형태 초점 교수 화용론 화용론 교수 EFL 중등 학습자 명시적 교수 사회언어학적 변수 focus on form pragmatics teaching pragmatics EFL secondary learners explicit instruction

저자

• Yunkyoung Cho [ Pukyong National University ]
• Seonkeyung Lee [ Pukyong National University ]

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