In daily communications, use of speech acts that may embarrass others, such as request and refusal, is inevitable. By methods of DCT with 24 coherent request-refusal scenarios as well as self-defined classification of request and refusal strategies, this thesis examined differences in request-refusa...
In daily communications, use of speech acts that may embarrass others, such as request and refusal, is inevitable. By methods of DCT with 24 coherent request-refusal scenarios as well as self-defined classification of request and refusal strategies, this thesis examined differences in request-refusal speech acts between exchange students from South Korea (i.e. the native Koreans, hereinafter referred as NK) and Chinese Korean language learners (hereinafter referred as CKL) from universities in Qingdao. The CKL consisted of intermediate learners (passing TOPIK level 3 or 4, hereinafter referred as CKLI) and advanced learners (passing TOPIK level 5 or 6, hereinafter referred as CKLA).
In the first chapter, the purpose, the necessity and contents of this study were proposed. In the second chapter, the definition and the widely accepted classification of speech acts were reviewed. Furthermore, different definitions and classifications of request and refusal proposed in a variety of references were summarized. In the third chapter, methods of DCT and data analysis were detailed. A new study idea, entitled methodology based on interaction and combination of multi-factors (hereinafter referred as MICMF), was proposed and used for questionnaire design. Pre-survey was conducted in 2018 and the revised second formal survey was conducted in 2019.
In the fourth chapter, analysis results of DCT questionnaires are shown and discussed. Generally, NK used more categories and amounts of strategies than CKLI. As scenarios varied, the usage of two or three categories and two to four amounts was appropriate in request strategies. In terms of refusal strategies, two or three categories were proper, with three categories being the preferred choice statistically. Two or less categories were used in easy circumstances. The number of refusal strategies ranged from two to five (usually more than three), with three or four as appropriate. Significant differences were found among NK, CKLA and CKLI in use frequencies of request and refusal strategies in different scenarios. With the improvement of language proficiency, the gap between NK and CKL may become narrow. Another important finding was that not only the single influence factor, but also the interaction of these single factors could affect the selection of strategies, suggesting that people were likely to behave differently when facing with complex scenarios composed of multiple factors. For example, the frequency of using request strategy 3 was low when NK communicated with people of equal status. RQ4 was frequently selected by NK in their attempts to make difficult requests to non-intimate people. Refusal strategy 6 was frequently chosen by NK in non-difficult scenarios with intimate people. By comparison, it was selected by CKLA frequently when they turned down requests from non-intimate people. No difference was observed among CKLI in their using of refusal strategy 6 to intimate and non-intimate people. Another interesting finding was that use of some strategy could be affected by some other strategy. In other words, some strategy usually came along with certain strategy, but some strategy would not be present with certain strategy. For instance, the number of refusal categories used by NK was positively correlated not only with refusal amounts but also with request categories. The frequency of request strategy 3 selected by NK was negatively associated with that of request strategy 2, but it was positively correlated with the usage of request strategy 5. This indicated that request strategy 2 was rarely used in combination with request strategy 3, but it was likely to be used in conjunction with request strategy 5.
In the fifth chapter, the practicality of MICMF in the field of language learning and teaching was emphasized. The way of constructing scenarios approaching reality was also elaborated. Limitations of this study were also addressed.
In daily communications, use of speech acts that may embarrass others, such as request and refusal, is inevitable. By methods of DCT with 24 coherent request-refusal scenarios as well as self-defined classification of request and refusal strategies, this thesis examined differences in request-refusal speech acts between exchange students from South Korea (i.e. the native Koreans, hereinafter referred as NK) and Chinese Korean language learners (hereinafter referred as CKL) from universities in Qingdao. The CKL consisted of intermediate learners (passing TOPIK level 3 or 4, hereinafter referred as CKLI) and advanced learners (passing TOPIK level 5 or 6, hereinafter referred as CKLA).
In the first chapter, the purpose, the necessity and contents of this study were proposed. In the second chapter, the definition and the widely accepted classification of speech acts were reviewed. Furthermore, different definitions and classifications of request and refusal proposed in a variety of references were summarized. In the third chapter, methods of DCT and data analysis were detailed. A new study idea, entitled methodology based on interaction and combination of multi-factors (hereinafter referred as MICMF), was proposed and used for questionnaire design. Pre-survey was conducted in 2018 and the revised second formal survey was conducted in 2019.
In the fourth chapter, analysis results of DCT questionnaires are shown and discussed. Generally, NK used more categories and amounts of strategies than CKLI. As scenarios varied, the usage of two or three categories and two to four amounts was appropriate in request strategies. In terms of refusal strategies, two or three categories were proper, with three categories being the preferred choice statistically. Two or less categories were used in easy circumstances. The number of refusal strategies ranged from two to five (usually more than three), with three or four as appropriate. Significant differences were found among NK, CKLA and CKLI in use frequencies of request and refusal strategies in different scenarios. With the improvement of language proficiency, the gap between NK and CKL may become narrow. Another important finding was that not only the single influence factor, but also the interaction of these single factors could affect the selection of strategies, suggesting that people were likely to behave differently when facing with complex scenarios composed of multiple factors. For example, the frequency of using request strategy 3 was low when NK communicated with people of equal status. RQ4 was frequently selected by NK in their attempts to make difficult requests to non-intimate people. Refusal strategy 6 was frequently chosen by NK in non-difficult scenarios with intimate people. By comparison, it was selected by CKLA frequently when they turned down requests from non-intimate people. No difference was observed among CKLI in their using of refusal strategy 6 to intimate and non-intimate people. Another interesting finding was that use of some strategy could be affected by some other strategy. In other words, some strategy usually came along with certain strategy, but some strategy would not be present with certain strategy. For instance, the number of refusal categories used by NK was positively correlated not only with refusal amounts but also with request categories. The frequency of request strategy 3 selected by NK was negatively associated with that of request strategy 2, but it was positively correlated with the usage of request strategy 5. This indicated that request strategy 2 was rarely used in combination with request strategy 3, but it was likely to be used in conjunction with request strategy 5.
In the fifth chapter, the practicality of MICMF in the field of language learning and teaching was emphasized. The way of constructing scenarios approaching reality was also elaborated. Limitations of this study were also addressed.
주제어
#한국어 학습, NK&CKL, 요청 화행, 거절 화행, 요청-거절 대화 상황
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