Second Language Classroom Discourse: The Roles of Teacher and Learners

• 영문명: Second Language Classroom Discourse: The Roles of Teacher and Learners
• 발행기관: 한국영어어문교육학회
• 저자명: Euen Hyuk (Sarah) Jung
• 간행물 정보: 『영어어문교육』영어어문교육 제11권 4호, 121~137쪽, 전체 17쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2005.12.01

영문 초록

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

목차

Abstract

Ⅰ. INTRODUCTION

Ⅱ. METHOD

Ⅲ. RESULTS AND DISCUSSION

Ⅳ. CONCLUSION

REFERENCES

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