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Non-native speakers of English are known to have difficulty in interpreting conversational implicatures even though they are advanced level of language proficiency (Cook & Liddicoat, 2002; Roever, 2010). The current study examines the effect of pragmatic instruction on interpreting conversational implicature, focusing on Korean EFL learners. To improve learners’ comprehension, linguistic theory, based on Grice (1975), was incorporated into classroom instruction. Activities from previous studies (Murray, 2009, 2011) were adopted and modified for college-level students. Then a brief survey was conducted to find whether the teaching of conversational implicatures was effective between the pre-test and post-test. The results of the study revealed that the mean differences between the pre-test and post-test were statistically significant. The learners performed better than before receiving the instruction. Among the types of implicatures, Pope Q and relevance-based implicatures were relatively easily recognized by the learners while indirect criticism was difficult, which was consistent with previously identified patterns (Lee, 2002; Taguchi, 2005). Pedagogical implicatures are discussed with reference to the role of linguistic theory in English education.
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참고문헌 (21)
참고문헌 신청
Abdelhafez, A. M. / 2016 / The effect of conversational implicature instruction on developing TEFL students’ pragmatic competence and language proficiency / US-China Education Review 6(8):451~465
Bouton, L. F. / 1992 / The interpretation of implicature in English by NNS: Does it come automatically without being explicitly taught? / Pragmatics and Language Learning 3:53~65
Bialystok, E. / 1993 / Symbolic representation and attentional control in pragmatic competence / Interlanguage Pragmatics 3(1):43~57
Cook, M. / 2002 / The development of comprehension in interlanguage pragmatics / Australian Review of Applied Linguistics 25(1):19~39
Fraser, B. / 2010 / New approaches to hedging / Emerald :15~34
Bouton, L. F. / 1992 / The interpretation of implicature in English by NNS: Does it come automatically without being explicitly taught? / Pragmatics and Language Learning 3:53~65
Bialystok, E. / 1993 / Symbolic representation and attentional control in pragmatic competence / Interlanguage Pragmatics 3(1):43~57
Cook, M. / 2002 / The development of comprehension in interlanguage pragmatics / Australian Review of Applied Linguistics 25(1):19~39
Fraser, B. / 2010 / New approaches to hedging / Emerald :15~34
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