Awareness of transcultural pragmatics serves as the foundation for intercultural communicative competence. Explicit teaching of pragmatics in conjunction with intercultural communication training can contribute to the professional development of non-native English-speaking teachers. This article reports on an interdisciplinary attempt to develop a…

National cultural distance is considered to be a strong predictor of language learners' pragmatic competence. To test the actual effect of national cultural distance on pragmatic competence holistically and comprehension and production aspects of pragmatic competence discretely, the current study was conducted on two groups of undergraduate…

This paper examined the effects of online English-medium instruction (EMI) on high school students' performing English face threatening speech acts, by assessing indirect expressions and token agreement (agreement plus but). Participants completed an English placement test and English pretest and posttest through a Google survey. English…

The distance between language learners' culture and the culture of the target language community is considered to play a crucial role in determining the level of pragmatic comprehension. In this respect, a study was conducted over 30 German students, perceived as culturally close to the British, and 30 South Korean students, perceived as…

Within Asian EFL contexts such as South Korea, large class sizes, poor sources of input and an overreliance on the Grammar-Translation Method may negatively impact semantic and pragmatic development of writing content. Since formulaic language is imbued with syntactic, semantic and pragmatic linguistic features, it represents an ideal means to…

This study was designed to explore five Korean NNESTs' L2 pragmatic competence and its relationship with their teaching experiences using DCT questionnaires of English request. This study in particular examined (1) five Korean NNESTs pragmatic competencies in English requests, (2) the relationship between their English teaching and learning…

Professor Glenn Fulcher's research has influenced language testing and assessment in two ways: in proposing a new understanding of data-driven speaking test design, and in drawing attention to the core identity of language testers. The former has had a powerful impact on practical speaking testing and assessment. The latter has asked a very…

This paper aims to suggest pragmatic instructions for conducting an English course that focuses on speaking and listening skills through using drama as a language teaching activity. Recent research on drama in the ESL/EFL classroom has been about the benefits of drama and methods one can use, but research on techniques, activities, and methodology…

This study analyzes the learning and cultural experiences of Korean graduate students in the United States. Based on 50 qualitative interviews, the study focuses on how global knowledge and the power relations of language determine their education in a transnational system. At a theoretical level, the study criticizes both the functionalist…

This study examines 1) how Korean elementary teachers implement curriculum integration in their teaching practice and 2) what Korean elementary teachers experience in implementing curriculum integration. Several issues evolved from the analysis of three teachers' experiences: firstly, the teachers' lack of theoretical frameworks for curriculum…

Focuses on determining the differences between English native speakers and English-as-a-Second-Language Korean learners in the use of politeness strategies under a variety of situations where social and psychological factors are variables. (Author/VWL)

Although significant attention has been devoted to the notion of facework and its functions, facework among L2 speakers, whose cultural backgrounds and language proficiencies vary, has remained unexplored. The present study attempts to explore situations of intercultural communication in which facework is used as a way to remedy moments of…