ESL Teachers’ Corrective Sequences and Second Language Socialization

• 영문명: ESL Teachers’ Corrective Sequences and Second Language Socialization
• 발행기관: 한국영어어문교육학회
• 저자명: Guiboke Seong
• 간행물 정보: 『영어어문교육』영어어문교육 제13권 제2호, 177~200쪽, 전체 24쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2007.06.30

영문 초록

  The language socialization approach states that novices are socialized into cultural norms through participating in routine, repeated interactional acts and sequences (e.g., Ochs & Schieffelin, 1984; Ochs, 1988; Schieffelin & Ochs, 1986a; 1986b; Watson-Gegeo & Gegeo, 1986). One of the cultural norms or dominant epistemological orientations in American culture is the tendency to avoid the overt display of power asymmetry in novice-expert relationship (Ochs & Schieffelin, 1984). This study examines how this cultural preference is reflected and encoded in ESL teachers" use of routine discourse patterns in corrective sequences. Eight hours of ESL classes taught by three Caucasian teachers born and educated in the U.S. were analyzed for the study. The analysis showed that the cultural tendency in question is keyed and indexed in the teacher’s routine corrective discourse patterns in the form of various questioning, elicitation, and mitigation practices. Findings support that teachers" routine classroom discourse practices represent their cultural ideologies and transfer these cultural predispositions to second language learners and that they possibly socialize the learners into the target language-oriented beliefs.

목차

Ⅰ. INTRODUCTION
Ⅱ. REVIEW OF LITERATURE
Ⅲ. METHODS
Ⅳ. ANALYSIS AND DISCUSSION
Ⅴ. IMPLICATIONS AND CONCLUSION
REFERENCES
APPENDIX - Transcription Notations

키워드

Corrective sequences ESL classroom discourse analysis