The purpose of this study is to describe foreign students' Korean language pragmatic competence in relation to speech exchange and communicative strategy exposed in the process by which a communicative task was effectively completed. This study designed and applied ‘information-gab tasks' like ‘picture-description tasks' for the realization of ‘referential communication' in which two speakers give and take the explanation about a specific object in a state where neither of them mutually share adequate information about it. As a result of observing the dialog data elicited by the task, it was found that learners were arriving at the co-construction of ‘identification of referent' and ‘role-taking' in various communication modes. At this point, the introductory/intermediate learners had difficulty carrying out such an interactive component in performance of the task. Even the type of feedback varied between the introductory/intermediate learners and the advanced learners. The utterance clarifying the difference in the photos was generally not revealed in a verbal sequence. The linguistic form of ‘-in geot gatda(seem to)' was frequently used with the effect of assumptive judgment strategy.

The review of previous studies on interlanguage pragmatics reveals that they have been modelled on cross-cultural pragmatics. However, in order for interlanguage pragmatics to contribute in the area of second language acquisition, it should examine how L2 pragmatic competence develops as L2 linguistic competence increases. Therefore, interlanguage pragmatics studies should be modelled on acquisitional pragmatics. As an effort to explore developmental features of pragmatic competence by linguistic proficiency, this study investigated the speech act behaviors of three linguistically distinctive groups. A total of 159 English learners, which consisted of high school 1st and 2nd graders, university freshmen, and university seniors, participated in this study. Their written responses to the 7 situations in the Discourse Completion Test (DCT) were analyzed in terms of response length, vocabulary, request forms, and the use of please. The three groups showed different behavioral patterns in the realization of requests and complaints, utilizing different linguistic strategies to be responsive to the social factors. For future research, expanding learner population to include very low and high level learners, developing a new research tool other than DCT, a more systematic grouping by linguistic proficiency were suggested.

이 연구는 초급 한국어 학습자를 대상으로 울타리어 사용과 학습자들의 화용능력의 상관관계를 알아보고 한국어 교육에서의 울타리어 교육의 필요성을 확인하였다. 화용능력의 한 요소라고 할 수 있는 울타리어와 관련하여 초급 한국어 학습자들의 실제 교실 담화를 대상으로 사용 양상을 분석하였다. 분석 결과를 보면 화용능력이 낮은 초급 학습자들은 울타리어 사용 역시 매우 제한적임을 알 수 있었 다. 울타리어를 사용하지 않아도 의미전달은 가능하지만 의미의 왜곡을 초래하는 등의 화용적인 문제가 될 수 있다는 점에서 상대적으로 어휘력이 풍부하지 못한 초급 한국어 학습자들에게 울타리어 교육은 학습자들의 화용능력을 발달시키는 중요한 요소라고 볼 수 있다.