고교 영어 교과서와 국가 수준 학업성취도평가 대화에 나타난 화행 분석

초록

Following Searle’s (1976) taxonomy of illocutionary acts, we first identify and classify speech acts used in the conversational materials of two High School Practical English 1 textbooks, two High School English 1 textbooks, and the 2014-2015 National Assessment of Educational Achievement (NAEA) English tests. We then address the questions of whether these materials differ significantly from each other with respect to the distribution of types of speech acts and the use of direct and indirect speech acts. Chi-square tests show that they differ as to both regards, whether they are compared in six groups or three groups. The subsequent post hoc analyses show that these statistically significant differences are mainly due to one High School Practical English textbook, one High School English textbook, and the 2014 NAEA English test. Given the findings of the present study, we suggest that writers of high school English textbooks and test-item developers of NAEA make certain that the distribution of speech acts and the use direct and indirect speech acts in their works are as close as possible to each other, in sofar as EFL learners can best acquire pragmatic competence through sufficient, balanced exposure to these acts in their textbooks and tests.