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Four UK-based learners, from Novice High to Intermediate High, contribute CMC transcripts and retrospective interviews across three months. Qualitative analysis shows CMC supports pragmatic growth beyond classroom learning, enabling intimate relationship-building, though identity negotiation is hindered by gaps in pragmatic competence and differing expectations among Korean interlocutors. The study concludes that “appropriate” address-term use in CMC remains unstable and negotiated, with implications for future research and KSL pedagogy.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/negotiating-pragmatic-competence-in-computer-mediated-communication-the-case-of-korean-address-terms/595531/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/negotiating-pragmatic-competence-in-computer-mediated-communication-the-case-of-korean-address-terms/595531.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central research focus of this paper?","Question",{"text":112,"@type":113},"The paper investigates how L2 learners of Korean demonstrate pragmatic competence through address terms in computer-mediated communication and how those terms help them negotiate identities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the study and what data was collected?",{"text":117,"@type":113},"Four UK-based learners of Korean (Novice High to Intermediate High) participated. The study used transcripts from CMC interactions and retrospective interviews over three months.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper characterize the role of CMC in learners’ pragmatic development?",{"text":121,"@type":113},"CMC is presented as a context that enables learners to manifest pragmatic competence, move beyond classroom learning, and use address terms to build close relationships and negotiate identity—though this can be complicated by pragmatic gaps and differing expectations.",{"name":123,"@type":110,"acceptedAnswer":124},"What does the conclusion suggest about “appropriate” address-term use in CMC?",{"text":125,"@type":113},"The analysis argues that what counts as “appropriate” address-term use in CMC involving L2 learners of Korean is unstable and open to negotiation.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},595531,1792209755,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Negotiating Pragmatic Competence in Computer Mediated Communication: The Case of Korean Address Terms  \nEUN YOUNG ARIEL KIM LUCIEN BROWN University of Oregon  \nABSTRACT  \nThis paper examines how L2 learners of Korean manifest pragmatic competence in their use of address terms in computer-mediated communication (CMC) and how they use these terms to negotiate their identities . Four UK-based learners of Korean with competence levels ranging from Novice High through Intermediate High participated in the study, contributing transcripts of CMC interactions and participating in retrospective interviews over a three-month period. Qualitative analysis of the data shows that CMC provided a fertile context for these learners to manifest pragmatic competence in the use of address terms and to progress beyond classroom learning. Address terms also worked as powerful tools for these learners to establish intimate relationships with Korean acquaintances and negotiate identities as legitimate speakers of the language . However, this process of identity negotiation was complicated by gaps in their pragmatic competence, their preexisting identities and differing expectations on the part of Korean interlocutors . Ultimately, the analysis shows that the question of what constitutes “appropriate” use of address terms in CMC interactions involving L2 learners of Korean is unstable and open to negotiation . The implications of this finding for future research and for KSL (Korean as a Second Language) teaching methodologies are addressed in the conclusion .  \nKEYWORDS  \nComputer-mediated Communication (CMC), Pragmatic Competence, Identity, Korean, Address Terms  \nINTRODUCTION  \nTraditional classroom-based instruction has been criticized for being inadequate for the development of pragmatic competence . Firstly, textbook dialogues are often inauthentic in their representation of fillers (Gilmore, 2004), speech acts (Wang, 1999) and, more closely related to the current study, address terms and honorifics (Brown, 2010; Choo, 1999; You, 2002) . Secondly, pragmatic information frequently suffers from overgeneralization, simplification and misrepresentation (Barron, 2003) and does not highlight possible social consequences of failure to use appropriate language (Gilmore, 2007) . Thirdly, the structure of classroom interaction tends to be pragmatically impoverished. Classroom interactions are“to various degrees, teacher-controlled or group-controlled according to the topic at hand and the linguistic and/or procedural rules governing the activity” ( Kramsch, 1985, p. 175) . In this context, there is little opportunity for a varied range of pragmatic features (speech acts, politeness markers, discourse markers) to be represented (Kasper & Rose, 1999) .  \nGiven this state of affairs, teachers and researchers have looked towards classroom technology, CALL and computer-mediated communication (CMC herein) as preferable routes for developing pragmatic competence . Taguchi (2011) points out that the use of technology is well suited to the teaching of pragmatics since it embodies several factors recognized as  \nCALICO Journal, 31(3), p-p 264-284. doi: 10.11139/cj.31.3.264-284 © 2014 CALICO Journal  \nkey to pragmatic learning, such as input, interaction, simulation and multimodality. In addition, multimedia and “new” technologies are seen more broadly as providing increased access to materials that are more authentic than those found in more traditional teaching materials (Belz, 2007) and help overcome the limitations of classroom learning (Blattner & Fiori, 2009) . A number of authors have offered evidence supporting the principle that CMC can support comprehensible input and modified output by negotiation of meaning which enhances language acquisition (Blake, 2000; Kitade, 2006 ; Pellettieri, 2000) . Perhaps most crucially, CMC encourages L2 learners “to move away from simulated classroom-based towards actual interactions with native speakers” (Thorne, 2008, p. 42","cbCaifTpOv0i97I5","https://ap.wps.com/l/cbCaifTpOv0i97I5","pdf",380929,21,"English","# Abstract\n# Introduction\n## Classroom limits and pragmatic competence\n## Technology, CALL, and CMC for pragmatics\n## Existing research limitations and gaps\n## Prescribed classroom-based CMC tasks","[{\"question\":\"What is the central research focus of this paper?\",\"answer\":\"The paper investigates how L2 learners of Korean demonstrate pragmatic competence through address terms in computer-mediated communication and how those terms help them negotiate identities.\"},{\"question\":\"Who participated in the study and what data was collected?\",\"answer\":\"Four UK-based learners of Korean (Novice High to Intermediate High) participated. The study used transcripts from CMC interactions and retrospective interviews over three months.\"},{\"question\":\"How does the paper characterize the role of CMC in learners’ pragmatic development?\",\"answer\":\"CMC is presented as a context that enables learners to manifest pragmatic competence, move beyond classroom learning, and use address terms to build close relationships and negotiate identity—though this can be complicated by pragmatic gaps and differing expectations.\"},{\"question\":\"What does the conclusion suggest about “appropriate” address-term use in CMC?\",\"answer\":\"The analysis argues that what counts as “appropriate” address-term use in CMC involving L2 learners of Korean is unstable and open to negotiation.\"}]","Negotiating Pragmatic Competence in Computer Mediated Communication - The Case of Korean Address Terms | PDF",1792081330,53]