This study examines Korean–Turkish hortatives using a quasi-spoken parallel corpus and proposes a three-stage instructional model. From 20 K-dramas, 457 hortative–response pairs were extracted through a three-step protocol. In Korean, indirect strategies (77.7%) outweighed direct forms (22.3%). In translation, however, many indirect Korean hortatives were rendered as direct forms in Turkish, indicating speech-act clarification and a typological asymmetry between the languages. A chi-square test showed that speaker gender significantly influenced t he K orean choice o f hortative type ( χ² =14.21, p < .01), whereas this effect was largely neutralized in the Turkish renderings. Differences also emerged in refusal sequences: avoidance and silence in Korean tended to be translated as explicit refusals in Turkish. On this b asis, the p aper a dvances a n Awareness–Analysis–Application model that sequences corpus-based noticing, guided contrastive analysis, and discourse-level tasks. The model aims to move beyond grammar- centered instruction and to strengthen learners’ pragmatic competence in authentic interaction, with adaptable materials for tertiary-level Korean programs for Turkish-speaking learners.