"Could You Calm Down More?": Requests and Korean ESL Learners.

Autor/in	Kim, Julie
Titel	"Could You Calm Down More?": Requests and Korean ESL Learners.
Quelle	In: Working Papers in Educational Linguistics, 11 (1995) 2, S.67-82 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Adults; Discourse Analysis; English (Second Language); Graduate Students; Higher Education; Korean; Language Patterns; Language Tests; Oral Language; Pragmatics; Second Language Learning; Speech Acts; Testing; Transfer of Training; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Koreanisch; Sprachmodell; Sprachstruktur; Language test; Sprachtest; Oral interpretation; Mündlicher Sprachgebrauch; Pragmalinguistik; Zweitsprachenerwerb; Sprechakt; Testdurchführung; Testen; Training; Transfer; Ausbildung; Minderheitensprache
Abstract	This study examined the ways in which adult, Korean, English-as-a-Second-Language (ESL) learners performed the "request" speech act, with particular attention to deviations caused by negative transfer. An oral discourse completion test with six request situations was given to three groups of learners; situations varied in terms of the interlocutors' role relationships. One group of native American English request responses was used as the baseline data while one group of 10 Korean subjects served as nonnative English respondents and another group of 15 Korean subjects served as native Korean respondents. American subjects were graduate students, aged 23-30 years; Korean subjects were 21- to 30-years-old and had been in the United States from 1-9 months. In all three language groups, request realization (directness levels and supportive moves) were significantly determined by the sociopragmatic features of the situational context. However, nonnative speakers deviated from native English speaker norms in some situations due to the effect of the pragmatic rules of Korean. (Contains 23 references.) (Author/NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01