The purpose of this study is defining responsive speech acts by native adolescent speakers reflected in ‘troubles-talk with peers' as ‘empathic responsive speech act' and subdividing its types and characteristics. This study aims to propose desirable education directions for KSL students by analyzin...
The purpose of this study is defining responsive speech acts by native adolescent speakers reflected in ‘troubles-talk with peers' as ‘empathic responsive speech act' and subdividing its types and characteristics. This study aims to propose desirable education directions for KSL students by analyzing dialogues contained in the textbook Communication Korean. In a multicultural society, education measure in which the majority and the minority harmonize is necessary. The Korean language education circle suggests ‘troubles-talk with peers', which is sharing concerns with peers. However, since KSL students have different ability to organize dialogue compared to native speakers, teaching relevant speeches prior to organizing conversations should be a priority. As a result of organizing previous studies, remarks by counselors in dialogue on troubles-talk with peers have been defined as ‘empathic responsive speech act' on speech-act theory level. The purpose of empathic responsive speech act is relieving negative emotions of opponent by forming bond of sympathy between dialogue participants and this is an adjacency pair with ‘expressives'. The following are the results of analyzing troubles-talk with peers by native adolescent speakers. First of all, adolescents are more burdened in responding to friends' troubles when the relationship is unfriendly and the state of troubles is serious. Also, gender difference in terms of style of responding to troubles has been identified since female students focused more on emotional state of opponent than male students. Next, this study classified adolescent articulation into 17 strategies and analyzed whether they are correlated with empathic ability. As a result, rather than trying to resolve problem of opponent, the group's empathy score of focusing on emotional state of opponent regarding ‘how much opponent is undergoing hardships' was high. That is, the most important thing in empathic communication is ‘making emotional approach to opponent'. As a result of analyzing textbook and curriculum for KSL learners, education contents for ‘forming empathic relationship' between dialogue participants had not been included in curriculum since the focus was on problem situation of opponent. Therefore, this study makes the following proposals for improving dialogue of future textbooks. First, scenes which learners can make emotional approaches should be suggested for opponent in problem situation. Second, language function of focusing on problem situation and language function of focusing on state of emotion should be suggested. Third, troubles-talk situation reflecting characteristics of adolescence group should be suggested. This study organized empathy, which is an external part of language, into empathic responsive speech act by analyzing actual data and it is meaningful in the sense that it sought how to specify ‘empathy', which is soon to be a priority in future multicultural society, into education contents for learners.
The purpose of this study is defining responsive speech acts by native adolescent speakers reflected in ‘troubles-talk with peers' as ‘empathic responsive speech act' and subdividing its types and characteristics. This study aims to propose desirable education directions for KSL students by analyzing dialogues contained in the textbook Communication Korean. In a multicultural society, education measure in which the majority and the minority harmonize is necessary. The Korean language education circle suggests ‘troubles-talk with peers', which is sharing concerns with peers. However, since KSL students have different ability to organize dialogue compared to native speakers, teaching relevant speeches prior to organizing conversations should be a priority. As a result of organizing previous studies, remarks by counselors in dialogue on troubles-talk with peers have been defined as ‘empathic responsive speech act' on speech-act theory level. The purpose of empathic responsive speech act is relieving negative emotions of opponent by forming bond of sympathy between dialogue participants and this is an adjacency pair with ‘expressives'. The following are the results of analyzing troubles-talk with peers by native adolescent speakers. First of all, adolescents are more burdened in responding to friends' troubles when the relationship is unfriendly and the state of troubles is serious. Also, gender difference in terms of style of responding to troubles has been identified since female students focused more on emotional state of opponent than male students. Next, this study classified adolescent articulation into 17 strategies and analyzed whether they are correlated with empathic ability. As a result, rather than trying to resolve problem of opponent, the group's empathy score of focusing on emotional state of opponent regarding ‘how much opponent is undergoing hardships' was high. That is, the most important thing in empathic communication is ‘making emotional approach to opponent'. As a result of analyzing textbook and curriculum for KSL learners, education contents for ‘forming empathic relationship' between dialogue participants had not been included in curriculum since the focus was on problem situation of opponent. Therefore, this study makes the following proposals for improving dialogue of future textbooks. First, scenes which learners can make emotional approaches should be suggested for opponent in problem situation. Second, language function of focusing on problem situation and language function of focusing on state of emotion should be suggested. Third, troubles-talk situation reflecting characteristics of adolescence group should be suggested. This study organized empathy, which is an external part of language, into empathic responsive speech act by analyzing actual data and it is meaningful in the sense that it sought how to specify ‘empathy', which is soon to be a priority in future multicultural society, into education contents for learners.
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