Teacher Discourse and Students’ Participation

• 발행기관: 한국영어교과교육학회
• 저자명: Suyeon Kim Myunghee Jung
• 간행물 정보: 『영어교과교육』영어교과교육 11권 2호, 25~40쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.09.30

영문 초록

Despite the growing interest in teacher evaluation in Korea, not much is known about how teachers use classroom discourse to scaffold student learning during class. This study was designed to examine the interactional architecture of classroom discourse both quantitatively and qualitatively and present a possible evaluation model of teacher classroom discourse applicable to current Korean educational settings. Findings were summarized in three: (1) although there was no big difference between the numbers of teacher and student turns, the teacher produced much more words in each turn, (2) the primary pattern of teacher discourse was identified as questions, and (3) because most of teacher questions were at lower cognitive complexity levels, such questions seem to fail to provide students with opportunities to construct their thoughts for responding to the questions, and elicited less students’ participation. Through the analysis of the highly teacher-centered class, we found that teacher-centered discourse may negatively affect students’ ways of thinking and participation. Pedagogical implications and limitations are also presented in this paper.

목차

Ⅰ. INTRODUCTION

Ⅱ. CLASSROOM DISCOURSE

Ⅲ. METHODS

Ⅳ. FINDINGS AND DISCUSSION

Ⅴ. CONCLUSION AND PEDAGOGICAL IMPLICATIONS

REFERENCES

키워드

교사중심 학생중심 수업 학생참여 인지 복잡성 teacher-centered class student-centered class student’s participation cognitive complexity