사회언어학적 및 전략적 말하기 능력 배양을 위한 담화분석 방법의 적용

Application of discourse analysis to improve KFL learners` sociolinguistic and strategic speaking competence

In this article, I apply discourse analysis as a method to improve the sociolinguistic and strategic competence of learners studying Korean as a Foreign Language (KFL). To this end, I introduce the concept of ‘Learner as Discourse Analyst(LDA)’. LDA reflects joint concept of ‘learner-centered teaching’ and ‘discourse analysis’. Although discourse analysis has been used as a method to investigate language-relevant factors, it has only been utilized thus far by linguistic theorists. LDA activity in class has several advantages from the viewpoint of sociolinguistic and strategic competence. For example, by having an opportunity to investigate natural language use in authentic environments outside of the class, learners can enhances their understanding of discourse pattern variation associated with given speech events and sociolinguistic factors. Learners can also benefit from using LDA activity to explore authentic verbal interaction , to overcome communicative breakdown, and to see how language is used to achieve communicative goals in different contexts. Consequently, I show a lesson plan that includes an analysis of two types of discourse markers (fillers and backchannels) which often appear in verbal interaction between native speakers of Korean as LDA activity. As Zwicky(1985) suggests, since all discourse markers have pragmatic functions rather than semantic ones and their interpretation is ‘negotiated’ by the context(Fraser 1999), analysis of (investigating) discourse markers helps learners understand sociolinguistic and strategic aspects of verbal interaction.