CAJ | 학술논문

以英语道歉策略的使用为教学目标，本研究检验了语用意识提高训练为基础的显性教学模式的有效性。研究中共97名商务英语方向本科二年级学生参加并完成了口头话语补全测试和书面自我报告。研究结果显示：通过显性教学模式的引导，语用意识提高训练实验组对于道歉策略的使用能力与英语母语使用者大体一致，且以学生为中心的实验组所取得的进步大于教师主导的实验组；同时，以学生为中心的实验组的学习记忆也更具持久性。
이영어도겸책략적사용위교학목표，본연구검험료어용의식제고훈련위기출적현성교학모식적유효성。연구중공97명상무영어방향본과이년급학생삼가병완성료구두화어보전측시화서면자아보고。연구결과현시：통과현성교학모식적인도，어용의식제고훈련실험조대우도겸책략적사용능력여영어모어사용자대체일치，차이학생위중심적실험조소취득적진보대우교사주도적실험조；동시，이학생위중심적실험조적학습기억야경구지구성。
Based on the speech act of apology,the purpose of the research is to test the effectiveness of a PCR?based explicit instruction model in developing learners’ pragmatic ability. Ninety?seven participants,di?vided into three groups,i.e.,a control group,a Teacher?centered PCR experimental group,and a Student?cen?tered PCR group,took part in the research. Discourse Completion Test was employed as the major research instrument. The result proves the effectiveness of this model. After instruction,learners in the two experimen?tal groups began to use the English apologies almost the same way as the natives do,and students in SPCR group made more progress than those in TPCR group. Moreover,the effectiveness can be retained longer ( a?bout two months) .