A Study of the Relationship between Korean Non-Native English Speaking Teachers' Prior Teaching Experience and Their L2 Pragmatic Competence

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Autor/in	Park, Seung Ku
Titel	A Study of the Relationship between Korean Non-Native English Speaking Teachers' Prior Teaching Experience and Their L2 Pragmatic Competence
Quelle	(2012), (261 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-6956-1
Schlagwörter	Hochschulschrift; Dissertation; Correlation; Korean; English (Second Language); Second Language Learning; Second Language Instruction; Cultural Awareness; Questionnaires; Speech Acts; Pragmatics; Teacher Attitudes; Educational Attitudes; Teaching Experience; Teaching Methods; Language Teachers; Interviews; Language Tests; Discourse Analysis; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Korrelation; Koreanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Fragebogen; Sprechakt; Pragmalinguistik; Lehrerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Interviewing; Interviewtechnik; Language test; Sprachtest; Diskursanalyse; Ausland; Korea; Republik
Abstract	This study was designed to explore five Korean NNESTs' L2 pragmatic competence and its relationship with their teaching experiences using DCT questionnaires of English request. This study in particular examined (1) five Korean NNESTs pragmatic competencies in English requests, (2) the relationship between their English teaching and learning experience and L2 pragmatic competence, and (3) their perceptions and attitudinal changes toward English education in terms of cross-linguistic/cross-cultural understanding of pragmatic differences between L1 (Korean) and L2 (English). Three pragmatic theories served as theoretical background of this study: Indirect speech acts, Politeness, and Implicature, all of which are about implicit meaning of what is said in communication. Three trends of data collection methods were employed; background questionnaire, discourse completion tests (DCTs), and interviews. The findings are, first, there is no big difference in Head Acts of requests in terms of the degree of directness. The Conventionally Indirect Head Act forms are most frequently used over all. Second, Supportive Moves show the salient differences in the use of strategies of requests. Along with Head Acts, Supportive Moves reveal the directness of the participants' request strategies and their L2 pragmatic competence, which is imbalanced between pragmalinguistic knowledge and sociopragmatic application. Third, this imbalanced L2 pragmatic competence result from their imbalanced teaching experience. Reading-centered, score-oriented English teaching practice in Korea is attributed to the discrepancy of the L2 pragmatic competence. Fourth, four out of five participants have attitudinal change toward teaching and learning English since they became aware of their imbalanced L2 pragmatic competence through the experience of DCTs and review of their responses. However, all of them have a sympathy for Korean students and a strong antipathy to the current educational system in Korea, which originates the imbalanced English teaching in Korea. Fifth, there is no significant co-relationship of DCT responses between oral and written modes. Two participants gave longer responses in written mode and the others in oral mode, because in each mode they felt more comfortable to answer the questionnaires. Rather, they showed the consistency of the lack of L2 pragmatic competence in both oral and written modes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10