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Understanding Refusal Speech Act Learning and Use Strategies by ESL Learners
이지헤 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.3
Drawing on the notion of learning strategies (Oxford, 1990) and speech act theory (Searle, 1969), this study investigates learners’ cognitive processes during second language (L2) English refusals and their speech act learning and use strategies (Cohen, 2005). By means of role-play and retrospective interview, the study compared speech act learning and use strategies used by ESL learners at different length of stay in the U.S. Role-play data were analyzed for the refusal strategies originally presented by Beebe, Takahashi and Uliss-Weltz (1990). The retrospective verbal reports were compared with respect to the taxonomy of speech act learning and use strategies proposed by Cohen (2005). The results showed that learners used a series of different cognitive processes before and during the target speech act performances. They used multiple strategies including planning, retrieval, monitoring, and compensation strategies. Learners at varying length of stay differed in the use of retrieval and metacognitive strategies. They also differed in the selection and delivery of semantic formulas and linguistic forms, and in the use of metacognitive strategies. The study concludes with a discussion of suggested pedagogical implications for enhancing L2 pragmatic knowledge.