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In:Task-Based Approaches to Teaching and Assessing Pragmatics
Edited by Naoko Taguchi and YouJin Kim
[Task-Based Language Teaching 10] 2018
► pp. 27–54

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Chapter 2
Learning of Korean honorifics through collaborative tasks

Comparing heritage and foreign language learners

 | Georgia State University
 | Georgia State University
 | Georgia State University
Published online: 15 August 2018
DOI logo with link
https://doi.org/10.1075/tblt.10.02kim
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.
Article outline
  • Introduction
  • Background
    • Pragmatics and Task-Based Language Teaching
    • Heritage language learners during collaborative tasks
    • Purpose of the study
  • Methods
    • Participants
    • Target pragmalinguistic forms: Korean honorifics
    • Instructional materials: Collaborative writing tasks
    • Assessment of learning outcome: Discourse completion test and acceptability judgment test
    • Exploration of student perception: Post-interaction questionnaire
    • Data collection procedure
    • Pragmatics-Related Episode (PRE) coding
    • Statistical analysis
  • Results
    • Development of productive knowledge of Korean honorifics
    • Development of receptive knowledge of Korean honorifics
    • Occurrence of PREs during collaborative tasks
    • Student perceptions of interactions
  • Discussion
  • Conclusion
  • References
References (41)
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