The study aimed to analyze females and males in mixed-sex conversations and same-sex conversations using cooperative speech, competitive speech, interruptions, and similarities and differences in their communication styles in the Tv series modern family. Men and women are said to use different speech styles regarding cooperative, competitive, and interruptions. I used three conversations taken from Season 1 Episode 24, Family Portrait, for mixed-sex conversations in my analysis. I also used three same-sex discussions taken from Season 3, Episode 5, Hit and Run, and Season 1, Episode 11, Up all night. The result shows similarities in both same-sex and mixed-sex conversations regarding women’s use of cooperative speech styles and men’s use of competitive speech styles and interruptions. However, my study found differences regarding women in mixed-sex and Same-sex conversations when it comes to interruptions. Women interrupt in mixed-sex discussions and not in same-sex discussions. Therefore, my analysis of the series modern family is in line with previous research on gender and language.

In the field of Korean as a foreign language (KFL) pragmatics, current scholarship documents a need for change in regards to speech styles as dynamic features (Byon, 2007; Chang, 2014; Cook, 2011; Jung, 2015; Park, 2012; Strauss & Eun, 2005; Yoon, 2010). However, speech styles are often taught at a pragmalinguistic level as a grammar point and in a textbook or in a classroom sociopragmatics presentation is limited to static contextual features such as one’s social status and/or age. Moreover, even though the honorifics system and speech styles are perceived as daunting by even the most advanced KFL learners (Brown, 2010, 2013; Byon, 2004, 2007; Choo, 1999; Shon, 1999; Yoon, 2010), the majority of KFL pragmatics research on speech styles focuses on students’ use and production of pragmatics features rather than focusing on the pedagogical application (see Byon, 2015; Song & Pyun, 2011). Instructors’ beliefs on teaching pragmatics and the background to their beliefs are also overlooked. This study is composed of three interrelated projects and grounded in pragmatics instructional studies, Pragmatic Consciousness Raising (PCR) (Rose 1994, 1999), multiliteracies pedagogy framework, and teachers’ beliefs research. The purpose of this mixed-method study is to understand KFL educators’ views on pragmatics instruction and the current state of pragmatics instruction in KFL programs at tertiary level institutions; the next step is to design and implement pragmatics lesson plans that are more practical and adaptable to current KFL programs. To this end, the research questions are 1) What is the current state of pragmatics instruction in KFL?; 2) What is KFL instructors’ cognition (Borg, 2006) of pragmatics instruction?; 3) Is speech styles instruction based on a multiliteracies pedagogy framework effective and what are the students’ perception toward the lessons? The research questions were answered through a survey and interviews of KFL educators as well as KFL students’ in-class and homework assignments and surveys before, during, and after the implementation of new lesson plans. The findings showed that the KFL field experienced positive changes such as collaboration with other instructors and curriculum development endeavors based on current theories and approaches in the field. However, similar issues and challenges to other less commonly taught language (LCTL) programs as well as their own unique challenges such as (over-)qualified teaching staff and an absence of equity and advocacy for instructors and programs still remained. The survey responses and interviews showed that both the administrators and instructors in KFL programs believe that pragmatics competence is crucial to developing proficiency in a foreign language and that pragmatics should be taught in class. The teachers’ own personal foreign language learning experiences were very influential in shaping their stated beliefs. However, it was also found that the teachers’ practices were based on their working definition of pragmatics rather than their espoused theories. In the classroom, textbooks provided the core element of curriculum and classroom practice, which the teachers thought contributed to persistently unsatisfactory approaches to pragmatics teaching. Drawing upon the survey and interview results, a series of instructional units, informed by PCR and multiliteracies pedagogy, was designed to be integrated into current textbook-oriented curricula and implemented in an upper elementary level Korean course. Contrary to the concerns of the interviewed KFL instructors, beginner-level students successfully participated and interacted meaningfully using authentic materials. The students showed development in metapragmatic awareness and in both pragmalinguistics and sociopragmatics knowledge. In addition, the students exhibited positive attitudes toward the instructional units. Based on this evidence, this dissertation concludes with implications and future research recommendations for teacher professional development training design, KFL curriculum, teaching material design, and teacher cognition research.

Previous research suggests that gender-appropriate and gender-inappropriate use of sex-linked linguistic markers alters subjects' perceptions of the speaker. The present study examined the effects of male and female speech styles on clients' perceptions,. Undergraduates (N = 160) listened to audiotapes of clinical psychologists introducing the same client to psychotherapy. Clinician gender and sex-linked linguistic markers were manipulated. The results suggested that sex-stereotypes of males, females, and occupations played an important role in altering clients' perceptions of clinical psychologists. Sex-stereotypes did not, however, determine the desirability of the speaker as a therapist. The use of female speech styles increased the clinician's perceived femininity and desirability as a therapist.

在語言習得的領域裡，母親語言與兒童語言發展的關係，是不少學者投注心力的議題之一。而許多致力於母親語言的研究，又多著重於母親的語言風格及其對兒童語言的影響層面，且絕大多數所分析的語言為英語。因此，本研究經由比較二位說中文的母親語言，深入探討個別母親所表現的語言風格異同，期盼增進對中文的母親語言風格的了解。 首先，本研究所分析的語料，來自於二位母親與其女兒在家中的對話，時間皆為二小時。對談內容和語境，以及所需之輔助事物，皆由母親決定，不受限制。目的在於讓母親享有最大自由，以呈現最自然的語言行為。再者，所採用的語料分析法，是語用層面的言語類型和對話變數。藉此，可觀察母親的言語類型與對話變數特徵，進而歸納出她所傾向之語言風格。 研究結果顯示此二位母親有著相似與相異的言語表現。二位母親在言語類型方面，皆重視孩子的言語大過於行為，而她們較偏好之疑問句為真實問句與測驗問句，亦運用問句提示來協助引導孩子的言語回答。而在對話變數方面，二位母親轉換對話主題的頻率亦相近，顯示她們對於對話主題之轉換，有著不約而同的操作模式。 然而，二位母親對於言語類型的運用，不甚一致。第一位母親對於疑問句和指令句的使用頻率，差異不大;而第二位母親則較常使用疑問句，尤以限制程度較低之疑問句居多。且相較於第二位母親，第一位母親亦使用較多策略以吸引孩子注意。對話變數方面，二位母親的言談模式，亦顯差異。第一位母親較常說話，而第二位母親較傾向於自我獨白和對話掌控。 根據言語類型和對話變數，而歸納出此二位母親的語言風格。第一位母親在對話中，控制與主導的程度較第二位母親為高，而她的語言亦被發現是資訊導向;第二位母親的言語，則比第一位母親更傾向於引發孩子的言談參與，而屬於孩子導向。 因此，藉由說中文的母親於母子言談中的語言使用風格，期盼本研究的呈現，有助於母親語言風格的跨語言(cross-linguistic)研究。