명시적, 암묵적 교육의 효과와 지속성 연구

초록

The purpose of this study is to investigate the effects and durability of explicit and implicit instruction in terms of learners’ pragmatic awareness and production. A total of 52 Korean university students participated in this study and were divided into two groups with each group receiving either implicit or explicit instruction regarding the speech act of requests. The results indicated that the students from both groups did not show significant improvement in their pragmatic awareness from pretest to posttest, although their pragmatic production scores did increase significantly from pretest to posttest, and the positive effects were still evident in the delayed posttests. Further, the explicit group employed a variety of requesting expressions and performed them in a conventionally indirect level more frequently when compared to repeated uses of identical expressions by the implicit group. This study hopes to shed light on the need for increased and directed pragmatic instruction in EFL settings.

키워드