영어학습자의 요청화행에 나타나는 화용적 전이(2)

Abstract

This study aims to investigate the aspects of sociopragmatic transfer in Korean ESL/EFL requests through the empirical data collection procedures. The assumption is that the pragmalinguistic transfer in the learners' interlanguage can be motivated from the sociopragmatic transfer in the evaluation of the related contextual factors. The hypothesis is that EFL learners show more similarity of perceptual patterns to those of L1 group, comparing with the ESL learners. The main findings are: (1) The difference in learning context has some impact on the perceptual assessment of the sociopragmatic patterns of learners' requesting behaviors; (2) While sociopragmatic transfer in assessment of contextual variables was found in both learner groups, i.e. EFL group and ESL group, influence from Korean was considerably more pronounced in the EFL learners' perceptual assessment for the related variables. The result suggests that learning context can be assumed to have considerable role in shaping learners' perceptual patterns of the target language norms at the pragmalinguistic and sociopragmatic level, and hence have an impact on the learners' communicative behavior.

This study aims to investigate the aspects of sociopragmatic transfer in Korean ESL/EFL requests through the empirical data collection procedures. The assumption is that the pragmalinguistic transfer in the learners' interlanguage can be motivated from the sociopragmatic transfer in the evaluation of the related contextual factors. The hypothesis is that EFL learners show more similarity of perceptual patterns to those of L1 group, comparing with the ESL learners. The main findings are: (1) The difference in learning context has some impact on the perceptual assessment of the sociopragmatic patterns of learners' requesting behaviors; (2) While sociopragmatic transfer in assessment of contextual variables was found in both learner groups, i.e. EFL group and ESL group, influence from Korean was considerably more pronounced in the EFL learners' perceptual assessment for the related variables. The result suggests that learning context can be assumed to have considerable role in shaping learners' perceptual patterns of the target language norms at the pragmalinguistic and sociopragmatic level, and hence have an impact on the learners' communicative behavior.