한국어 화용 교육에서의 명시적 교수 가능성과 교실 적용

Explicit Teachability of Korean pragmatics in language classroom

Although there have been a number of studies on pragmatic acquisition in the literature of L2 acquisition, only a few case studies have focused on the effects of pedagogical intervention in Korean language classroom in terms of maximizing the growth of L2 competence. Therefore, it still remains as a worthwhile to ask how beneficial it is to teach the targeted pragmatic features in language labs. Many scholars have emphasized the necessity of pragmatic education with their research results showing pragmatic errors become a more serious barrier in communication than phonological or lexical ones. This has also been supported by the well-known study outcome that grammatical competence does not guarantee pragmatic competence. Then, are pragmatic features teachable? And, if they are, what is the most effective pedagogy? This paper claims that L2 pragmatics as well as its grammar should be taught explicitly. Furthermore, it argues that explicit teaching should be implemented in classroom as explicit learning is more effective than implicit acquisition, which happens when exposed to the L2 speech community. To do so, it carefully examines whether classroom technique has been studied in related research literature as it enables instructors to explicitly teach the targeted pragmatic features. It also closely analyzes whether recently published university textbooks have employed explicit instructional techniques. The result shows that implicit teaching techniques are more exploited in the textbooks which are also in short of various classroom activities. What is encouraging, however, is that some of the textbooks are now presenting explicit instruction for pragmatic education.