Teaching the Talk: Reflections and Considerations in English Conversation Pedagogy and Curriculum

• 발행기관: 한국교양교육학회
• 저자명: Jonathan Ozelton
• 간행물 정보: 『한국교양교육학회 학술대회 자료집』2013년 추계전국학술대회 발표집, 579~584쪽, 전체 6쪽
• 주제분류: 복합학 > 학제간연구
• 파일형태: PDF
• 발행일자: 2013.11.30

영문 초록

Although still dominated by grammar rules and standardized testing, recent decades in Englishlanguage study in South Korea have seen a gradual increase in focus on communicative spoken English, and as such, many educational institutions and private academies employ native English speakers to lead ‘English conversation’ classes. The ‘English’ part of an English conversation teacher’s remit receives much attention, but how much consideration is, or should be, given to ‘conversation’? What is ‘conversation’? Can it be quantified, and can it be taught? Conversation is by definition a social process, an interaction between two people, and although its rhythms, give-and-take, ask and share, and speaker and listener roles come naturally to speakers in their native languages, it seems an assumption that learners will be able to do the same in a second language. This article considers theoretical, social and cultural factors that shape conversation, and draws on the writer’s reflections, experiences and observations of English conversations played out in the Englishlearning classroom, to discuss observed differences between native and non-native ‘conversation’ and language production. It offers reflections and considerations on the cause of such differences, and the instructor’s role in balancing ‘English’ and ‘conversation’, with associated pedagogical and curricular implications.

목차

Abstract

Teaching the Talk: Reflections and Considerations in English Conversation Pedagogy and Curriculum

Theory

Practice

Discussion

Conclusion

References

키워드

ESL English conversation pedagogy