초등 예비교사들의 영어 화용에 대한 인식

Pragmatic awareness in English of primary pre-service teachers

This study investigates the extent of pragmatic awareness in English of primary pre-service teachers. It addresses two research questions. First, do Korean learners of English exhibit a marked discrepancy between grammatical awareness and pragmatic awareness? Second, if they are less aware of pragmatic violations than grammatical errors, how does this manifest in their speech act strategies? To answer the first question, a written survey on pragmatic awareness was carried out with Korean pre-service teachers (N = 28). To address the second question, an acceptability judgment task was conducted with another group of Korean pre-service teachers (N = 32) and English natives (N = 65). The results showed that Korean pre-service teachers were less aware of pragmatic violations than grammatical errors and that their speech act strategies deviated from those of English natives. Regarding apology speech acts, they tended to use more semantic formulas compared to English natives. Concerning request speech acts, they relied on politeness markers rather than the negative politeness strategies preferred by the English natives. Finally, the study offers some suggestions for enhancing their pragmatic competence.