L2 Korean Learners' Socialization into Discourses Around the Non-Honorific 'Banmal' Style
Affective and Pedagogical Consequences
Bibliographic Data
| ID | 5901423 |
|---|---|
| Authors | Devon Renfroe (0000-0002-8519-2763), Katharine E Burns (0000-0002-5033-8224) |
| Year | 2025 |
| Volume | 10 |
| Issue | 9 |
| Pages | 222 |
| Publication date | 2025-08-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages10090222 |
| OpenAlex | W4413892949 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
This study examines L2 Korean learners' self-reports of their socialization into discourses around the use of two categories of non-honorific (banmal) and honorific (jondaenmal) language. L2 Korean learners (n = 49) of varying proficiency levels completed a questionnaire aimed at capturing their beliefs, attitudes, and practices regarding learning and using banmal. A subset of questionnaire participants (n = 11) were interviewed, and transcripts were analyzed using discourse analysis to understand how banmal is positioned discursively in participants' self-reported accounts of learning and using L2 Korean. Findings revealed three dominant discourses in learners' self-reported accounts of their socialization into learning and using banmal: (1) jondaenmal is more important to them than banmal, (2) banmal does not belong in formal learning contexts such as classrooms, and (3) banmal instruction should be delayed until the intermediate or advanced level. Additionally, these discourses were connected to two overarching, at times contradictory, affective responses from participants. While they reported heightened anxiety over when to use banmal, they also described how using it instilled confidence in their sociopragmatic abilities. These findings highlight the connection between the affective experiences of learners and prevailing discourses on particular linguistic forms. Finally, we suggest the need for more integrated approaches to teaching speech styles in L2 Korean classrooms
Art · Honorific · Linguistics · Literature · Pedagogy · Politeness · Socialization · Style (visual arts · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology · Philosophy · Social Psychology
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Questions of appropriateness and authenticity in the representation of Korean honorifics in textbooks for second language learners
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Language Socialisation and Korean as a Heritage Language
Supporting the sociolinguistic repertoire of emergent diglossic speakers
A tale of two language ideologies
Second language socialization as sociocultural theory
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Language Socialization
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |