수업담화 코퍼스에서 나타난 예비 영어교사의 직접 및 간접지시 화행 사용

• 영문명: Korean pre-service EFL teachers’ use of direct and indirect directives in the classroom discourse corpus
• 발행기관: 한국외국어교육학회
• 저자명: 이은주(Lee, Eun-Joo)
• 간행물 정보: 『Foreign Languages Education』Vol.18 No.2, 187~208쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.09.30

영문 초록

Teachers use both direct and indirect language to communicate their expectations (e.g., directives) in the classroom. The present study investigates how the speech act of directives is realized in the Korean pre-service EFL teachers’ and native English speakers’ classroom discourse corpus. The results of the frequency analysis indicate that the pre-service EFL teachers’ corpus witnessed higher percentage of direct directives than indirect directives, whereas native speaking teachers’ corpus showed the opposite tendency. Further, the results of the types of the predicates reveal that both modals and lexical verbs were frequently employed by the pre-service EFL teachers and native speaking teachers to communicate direct and indirect orders. The most frequently employed verbs were can, want, have to, and would in both corpora. Finally, the quantitative and qualitative analysis of the communicative functions of predicates was conducted. One of the interesting findings on the communicative functions was the lack of mitigators in the pre-service EFL teachers’ corpus. The study may have pedagogical applications to EFL pre-service teacher training. For example, it indicates that both explicit and implicit pedagogical intervention focusing on the appropriate use of directives may be necessary in the context of pre-service teacher training programs.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경과 선행연구

Ⅲ. 연구 방법

Ⅳ. 결과 및 논의

Ⅴ. 결론

참고문헌

키워드

지시 직접지시 간접지시 화행 directives direct directives indirect directives speech acts