영어로 진행하는 중학교 영어수업에서 시작 움직임과 후속 움직임을 중심으로 살펴본 교사-학생 상호작용

• 영문명: The characteristics of teacher talk and interaction with students in teaching English in English classes
• 발행기관: 한국외국어교육학회
• 저자명: 고정민(Ko, Jungmin)
• 간행물 정보: 『Foreign Languages Education』Vol.16 No.3, 377~400쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.12.30

영문 초록

This study investigates whether interaction between teachers and their students has some relationship with initiation moves and follow-up moves in Teaching English in English classes. The characteristics of teacher talk are also reported. Two middle school teachers and their students participated in the study. Classes were audio-taped and then transcribed. Data were analyzed in terms of instructional conversation, turns, amount of English and Korean used by both teachers and students, AS-Unit, and types of questions. Both of the teachers tended to keep expanding the interaction with their students about a specific topic. In terms of initiation moves, however, teacher A used KIQs by 42% and PQs by 33% whereas teacher B used KIQs by 81% and PQs by 12%. Teacher A who used more PQs interacted with her students less effectively, which could not be said that PQ necessarily promoted active participation from students. Both of the teachers, had more teacher turns by 10% than student turns and used simple structures rather than complex structures. Teacher talk in English took 91-94%, among which teacher-initiated questions took 92-95%, indicating teacher dominates talk in English. In addition, teachers frequently asked questions expecting sentence-level answers but students answered them on word levels. Therefore, controlled communicative activities will be more helpful for these students rather than free communication activities.

키워드

secondary education TEE teacher talk interaction teacher discourse 중등교육 영어도 진행하는 영어수업 교사발화 상호작용 교사 담화