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Chapter 2. Learning of Korean honorifics through collaborative tasks

Comparing heritage and foreign language learners
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Abstract

This study examines the effects of collaborative writing tasks on the development of Korean honorifics among heritage language (HL) and foreign language (FL) learners. Participants were 14 HL learners (HLLs) and 32 FL learners (FLLs) of Korean (i.e., 14 HLL-FLL and 9 FLL-FLL dyads) in beginning-level language classrooms at a university in the U.S.A. They completed a pretest, two collaborative writing tasks, immediate posttests, delayed posttests (administered three weeks after immediate posttests), and a post-interaction questionnaire in their regular classes. Learning outcomes were measured by discourse completion tests and acceptability judgment tests. Interactions of HLL-FLL and FLL-FLL dyads were analyzed for the occurrence of pragmatic related episodes (PREs; Taguchi & Kim, 2016). Findings indicated that both HLLs and FLLs developed their receptive and productive knowledge of Korean honorifics over time. It was also found that HLLs in HLL-FLL dyads had an advantage over FLLs in FLL-FLL dyads in improving their productive knowledge of Korean honorifics in the immediate posttests, but not in the delayed posttests. In terms of PRE occurrences, both HLL-FLL and FLL-FLL dyads focused more on honorific nouns and honorific verb suffixes than honorific verbs and honorific subject particles. In addition, HLLs and FLLs alike had positive attitudes towards their partners in completing collaborative tasks. This study highlights the benefits of collaborative writing tasks for learning pragmatics in FL classrooms where HLLs and FLLs coexist.

Abstract

This study examines the effects of collaborative writing tasks on the development of Korean honorifics among heritage language (HL) and foreign language (FL) learners. Participants were 14 HL learners (HLLs) and 32 FL learners (FLLs) of Korean (i.e., 14 HLL-FLL and 9 FLL-FLL dyads) in beginning-level language classrooms at a university in the U.S.A. They completed a pretest, two collaborative writing tasks, immediate posttests, delayed posttests (administered three weeks after immediate posttests), and a post-interaction questionnaire in their regular classes. Learning outcomes were measured by discourse completion tests and acceptability judgment tests. Interactions of HLL-FLL and FLL-FLL dyads were analyzed for the occurrence of pragmatic related episodes (PREs; Taguchi & Kim, 2016). Findings indicated that both HLLs and FLLs developed their receptive and productive knowledge of Korean honorifics over time. It was also found that HLLs in HLL-FLL dyads had an advantage over FLLs in FLL-FLL dyads in improving their productive knowledge of Korean honorifics in the immediate posttests, but not in the delayed posttests. In terms of PRE occurrences, both HLL-FLL and FLL-FLL dyads focused more on honorific nouns and honorific verb suffixes than honorific verbs and honorific subject particles. In addition, HLLs and FLLs alike had positive attitudes towards their partners in completing collaborative tasks. This study highlights the benefits of collaborative writing tasks for learning pragmatics in FL classrooms where HLLs and FLLs coexist.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgement vii
  4. Series editors’ preface ix
  5. Chapter 1. Task-based approaches to teaching and assessing pragmatics 1
  6. Part I. Teaching pragmatics through tasks
  7. Chapter 2. Learning of Korean honorifics through collaborative tasks 27
  8. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators 55
  9. Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task 83
  10. Part II. Using tasks to elicit pragmatics language use
  11. Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development 113
  12. Chapter 6. Developing pragmatic competence through tasks in EFL contexts 137
  13. Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development 159
  14. Chapter 8. Pragmatics, tasks, and technology 191
  15. Part III. Task-based assessment of pragmatics
  16. Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interaction 217
  17. Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance 247
  18. Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach 265
  19. Chapter 12. Pragmatics in task-based language assessment 287
  20. Bio notes 305
  21. Index 311
Task-Based Approaches to Teaching and Assessing Pragmatics
Ein Kapitel aus dem Buch Task-Based Approaches to Teaching and Assessing Pragmatics
https://doi.org/10.1075/tblt.10.02kim

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgement vii
  4. Series editors’ preface ix
  5. Chapter 1. Task-based approaches to teaching and assessing pragmatics 1
  6. Part I. Teaching pragmatics through tasks
  7. Chapter 2. Learning of Korean honorifics through collaborative tasks 27
  8. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators 55
  9. Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task 83
  10. Part II. Using tasks to elicit pragmatics language use
  11. Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development 113
  12. Chapter 6. Developing pragmatic competence through tasks in EFL contexts 137
  13. Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development 159
  14. Chapter 8. Pragmatics, tasks, and technology 191
  15. Part III. Task-based assessment of pragmatics
  16. Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interaction 217
  17. Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance 247
  18. Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach 265
  19. Chapter 12. Pragmatics in task-based language assessment 287
  20. Bio notes 305
  21. Index 311
Heruntergeladen am 18.4.2026 von https://www.degruyterbrill.com/document/doi/10.1075/tblt.10.02kim/html
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