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Kim, Jeongyeon
School of Liberal Arts
Research Interests
  • Internationalization of higher education
  • English-medium instruction
  • Intercultural communicative competence
  • L2 learning Motivation
  • Instructional technology and Language Learning


L2 Learners’ Speech Act Behavior of Response to Gratitude

DC Field Value Language Kim, Jeong-Yeon ko 2014-04-10T02:22:30Z - 2013-07-22 ko 2011-09 ko
dc.identifier.citation 현대영어교육 , v.12, no.3, pp.103 - 131 ko
dc.identifier.issn 1598-0782 ko
dc.identifier.uri -
dc.description.abstract The present study investigates the knowledge of the speech act behavior of response to gratitude of Korean learners of English in comparisons with Korean native and English native speakers. While doing so, this study aims to reveal the cross-cultural differences between the two language groups. The data have been obtained from 43 Americans and 91 Koreans assigned to three groups: English native speakers; Korean learners of English; and Korean native speakers. Through a discourse completion test and a subsequent interview, the participants’ strategic usage of the speech act has been examined in terms of their perception of social factors and the choice of response strategies. The statistical procedure revealed little difference in the perception of the social factors between American and Korean participants. However, by different context and power relationship, they were found to use significantly different response strategies. Korean learners of English heavily depended on the earliest taught expressions in the classroom, such as “not at all” and “you’re welcome,” and used accepting expressions only infrequently. Korean EFL textbooks and classroom therefore need to include more diversified expressions in different contexts in which this English speech act occurs. ko
dc.description.statementofresponsibility open -
dc.language 영어 ko
dc.publisher 현대영어교육학회 ko
dc.title L2 Learners’ Speech Act Behavior of Response to Gratitude ko
dc.type ARTICLE ko
dc.type.rims ART ko
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