earticle

영어

The purpose of this study is to investigate pragmatic competence on request for Korean high school learners. This study focused on the features of alerter in three speech units: alerters, head act, and supportive moves. Fifteen English textbooks for the first grade of high school students based on the 7th national curriculum were selected and analyzed by Cross-cultural Speech Act Realization Patterns (CCSARP) coding scheme with social variables. In eight types of alerter, most textbooks use the ‘attention getter' and ‘title/role' as main strategies, while they show two minor alerters such as ‘first name,' and ‘endearment term.' There do not use three features such as ‘nick name,' ‘offensive term,' and ‘pronoun' other than one frequency in ‘surname.' The frequency of alerters is somewhat different depending on social power. Some strategies are heavily skewed to ‘attention getter' or ‘title/role,' which may lead learners to lack of pragmatic competence. The findings imply that teachers and textbook developers for EFL high school learners should consider various sociocultural factors in teaching alerter strategies on request. Furthermore, textbooks should include various formal and informal alerters on request appropriate to learners.