EFL Pre- and In-Service Teachers’ Pragmatic Attitude

다국어 초록 (Multilingual Abstract)

The aim of this paper was to investigate the effect of pragmatic instruction on teachers’ attitude toward the learning and teaching of L2 pragmatic competence. To this end, a study was undertaken in which sixteen pre- and in-service teachers as subjects took a course in sociolinguistics for a one semester-long period, and data were gathered by means of attitude scale. Attitude scale was designed on the basis of the assumption that pragmatic attitude was composed of four different components such as cognitive, affective, behavioral and teaching, and was administered on both the first day and the last day of semester. Among the findings of the study, most important, there was a statistically significant difference only in cognitive component of pragmatic attitude, which showed a positive effect of instruction on the change in subjects’ thoughts and opinions about the learning and teaching of L2 pragmatic competence. Based on the overall findings of the study, some pedagogical suggestions for fostering pragmatic instruction for EFL classes were offered.

참고문헌 (Reference)

1 Billmyer, K., "“I really like your life style”: ESL learners learning how to compliment" 6 : 31-48, 1990

2 Castro, M. C., "Why teachers don't use their pragmatic awareness, In Applied Linguistics and language teacher education" Springer 281-293, 2005

3 Medgyes, P., "When the teacher is a non-native speaker, In Teaching English as a second or foreign language (3rd ed)" Heinle & Heinle 429-442, 2001

4 Canale, M., "Theoretical bases of communicative approaches to second language teaching and testing" 1 : 1-47, 1980

5 Takahashi, S., "The role of input enhancement in developing interlanguage pragmatic competence, In Pragmatics in language teaching" Cambridge University Press 171-199, 2001

6 Eagly, A., "The psychology of attitudes" Harcourt Brace Jovanovich 1993

7 Takimoto, M., "The development of learner’s pragmatic proficiency" 30 : 1-25, 2009

8 Han, J. I., "Teaching speech act rules of request" 54 : 121-144, 1999

9 Searle, J. R., "Speech acts: An essay in the philosophy of language" Cambridge University Press 1969

10 Yates, L., "Researching the effectiveness of professional development in pragmatics, In Applied Linguistics and language teacher education" Springer 261-279, 2005

11 Brown, D., "Principles of language learning and teaching" Cambridge University Press 2007

12 Bardovi-Harlig, K., "Pragmatics and second language acquisition, In The oxford handbook of applied linguistics" Oxford University Press 182-192, 2002

13 Bardovi-Harlig, K., "Pragmatics and language teaching: Bringing pragmatics and pedagogy together" 7 : 21-39, 1996

14 Takahashi, S., "Pragmatic transferability" 18 : 225-252, 1996

15 Hymes, D., "On communicative competence" University of Pennsylvania Press 1971

16 Braine, G., "Nonnative speaker English teachers: Research, pedagogy, and professional growth" Routledge 2010

17 Bryant, J. B., "Language in social contexts: Communicative competence in the preschool years, In The development of language" Pearson Education 213-253, 2001

18 Austin, J. L., "How to do things with words" Oxford University Press 1962

19 Bachman, L., "Fundamental considerations in language testing" Oxford University Press 1990

20 Kasper, G., "Four perspectives on pragmatic development" 22 : 502-530, 2001

21 Yang, Eun-Mi, "Effects of Instructional Intervention in Low-Level College Students' Learning of Request Acts" 한국영어어문교육학회 12 (12): 215-235, 2006

22 Jeon, E. H., "Effect of L2 instruction on interlanguage pragmatic development: A meta-analysis, In Synthesizing research on language learning and teaching" John Benjamins 165-211, 2006

23 Kasper, G., "Developmental issues in interlanguage pragmatics" 18 : 149-169, 1996

24 House, J., "Developing pragmatic fluency in English as a foreign language : Routines and metapragmatic awareness" 18 : 225-252, 1996

25 Hinkel, E., "Current perspectives on teaching the four skills" 40 : 109-131, 2006

26 Thomas, J., "Cross-cultural pragmatic failure" 4 : 91-112, 1983

27 Bouton, L. F., "Conversational implicature in the second language : Learned slowly when not deliberately taught" 22 : 157-167, 1994

28 Bardovi-Harlig, K., "Congruence in native and nonnative conversations : Status balance in the academic advising session" 40 : 467-501, 1990

29 Merriam, S. B., "Case study research in education: A qualitative approach" Jossey-Bass 1998

30 Rose, K. R., "An exploratory cross-sectional study of interlanguage pragmatic development" 22 : 27-67, 2000

31 Fukuya, Y., "A comparison of input enhancement and explicit instruction of mitigators, In and Language Learning Monograph Series" Division of English as an International Language, University of Illinois 111-130, 2001