서강대학교

초록/요약

In the process of learning negative questions and answers, Koreans' notion of yes and no different from that of English speakers can function as language transfer. Therefore, it is true that the fundamental difference in grammar systems between the native language and the target language hinders Korean learners from answering negative questions with ease. Additionally, depending on the presence of previous yes-no questions’ predisposition, L2 learners’ answers will vary in spontaneous speech where they have to respond in real time. The focus of this paper is to investigate how Korean speakers diversely organize their answers to negative yes-no questions within a conversation analytic perspective, while also comparing the features to those of native speakers’ process of questioning and answering. In order to examine Korean and native speakers’ conversation, this research recruited ten participants who were given five to ten negative questions in an authentic and spontaneous context, and selected two native speakers’ conversation from radio broadcast. The data reveal that signals of designing responses to prior biased questions and the evidence of transfer are reflected in the structure of the answers. Furthermore, the analysis provides valuable insights for teachers to effectively instruct Korean students in understanding and answering negative yes-no questions.