영어로 진행하는 초등영어 수업 평가 요소에 관한 연구

• 영문명: A Study on the development of the classroom assessment tool for primary teaching English in English: Focus on classroom interaction
• 발행기관: 한국초등영어교육학회
• 저자명: 김진석(Kim Jin Seok)
• 간행물 정보: 『초등영어교육』제21권 4호, 223~245쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.12.30

영문 초록

The purpose of this paper is to develop a classroom assessment tool for primary teaching English in English(TEE) focused on classroom interaction. Based on Walsh(2011)'s self evaluation of teacher talk(SETT), preliminary assessment elements were devised in activating interaction between teacher and student and improving learners' interactional competence. A questionnaire survey was conducted to find out how primary English teachers perceive assessment criteria. The analysis of the responses by 50 teachers revealed that the teachers perceived 13 items out of 14 criteria to be significant in evaluating classroom interaction at the SETT, and the teachers perceived 13 items out of 15 criteria at the self evaluation of pupil talk(SEPT). The preliminary assessment elements were checked by in-depth interviews with 15 teachers. The results of the survey and the interviews were fed back into revising the first draft. In this study, it was suggested that the revised assessment elements needs to be applied to evaluate TEE primary classes, and the self evaluation sheets of the SETT and the SEPT proposed can be useful in improving learners' communicative and interactional competence based on scaffolding, wait-time, display questions, content feedback, clarification, simplification, confirmation checks, form-focused feedback, extended teacher talk, and checking if teachers' syllabus implemented in classroom facilitates learners' communicative and interactional competence effectively.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 분석 결과 및 논의

Ⅴ. 상호작용 평가도구(최종안)

Ⅵ. 결론

참고 문헌

키워드

교실평가도구 영어로 진행하는 영어수업 교사발화 자가진단 학생발화 자가진단 상호작용능력 classroom assessment tool teaching English in English self evaluation of teacher talk self evaluation of pupil talk interactional competence