수업언어 및 학업수준에 따른 중등 영어교사의 교수언어분석 사례연구

• 영문명: Case study: One English teacher’s classroom language patterns resulting from instruction language and learner variables
• 발행기관: 한국영어어문교육학회
• 저자명: 김상경(Kim, Sangkyung) 임걸(Lim, Keol)
• 간행물 정보: 『영어어문교육』영어어문교육 제19권 제2호, 195~216쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.06.30

영문 초록

This case study examined the classroom language pattern of one middle school English teacher by focusing on two variables: the instruction languages of Korean and English and the learners' levels of academic achievement and participation. Conducting unobtrusive observations in four classes using video recording and transcripts, 2,035 utterances were collected. Quantitatively the participant teacher adapted her classroom talk to the variables: ‘clarifying activities’ was significantly used in English instruction versus ‘explaining’ in Korean instruction. ‘Repeating student answers' was frequently found only in English instruction. As for the combination of the two variables, ‘checking questions ' was sparingly used in Korean instruction for advanced students Qualitative analysis indicated ‘contextualizing’ and ‘ explaining’ needed to be used more often in English instruction, at least as much as in her Korean instruction to provide sufficient examples of language usage. Her questioning strategies were rather limited to closed-questions and her responses to student answers required improvement to effectively engage students in expanding their thinking process. The study concluded developing English teachers' abilities to teach English in English is indispensable Providing teachers with professional training to utilize their classroom talk more efficiently is crucial.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구결과

Ⅴ. 결론 및 제언

참고문헌

키워드

교사교육 교사수업언어 교사발화 Teacher education teacher's classroom language teacher talk