초등학교 영어과 교사용 지도서의 교사 발문 분석: 상호 작용을 중심으로

• 영문명: An analysis of the types of a teacher’s interaction in the teacher’s guide for elementary English textbooks
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 이병천(Lee Byeong-Cheon) 이재근(Lee Jae Keun) 이동한(Lee Dong-Han) 정은숙(Jeong Eun Sook)
• 간행물 정보: 『영어교육연구』제17권 4호, 289~304쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.12.01

영문 초록

The purpose of this study is to investigate a teacher’s interaction types in the teacher’s guidebooks based on the 7th curriculum. To achieve this purpose, the types of interactions were analyzed in focus on the teacher’s role as to whether it realizes the main ideas of 7th national English curriculum by using twelve items of analysis criteria; teacher’s role should be the facilitator or scaffolder of communication between teachers and students. The study finds that several teacher’s interaction types should be more emphasized in order for elementary school students to participate in active teacher-students as well as students- students interaction, and to take the initiative by deriving their background experiences. This study also finds that teacher’s interaction types are inclined to cognitive-types comparing to affective ones such as that of encouraging practice, recruiting interest, controlling frustration, or inviting student participation, which are crucial elements for elementary students to challenge foreign language study. The study following interactionist’s and socio-constructivist’s theory in the field of language learning suggests that teacher’s guide should consider the importance of sharing students’ background experiences for more solid conceptualization and internalization of new language resources.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 내용

Ⅳ. 논의

Ⅴ. 결론 및 제언

참고문헌

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