수업 전문성 차이에 따른 초등 영어교사 발화 유형과 특징 분석

• 영문명: An analysis of teacher talk of two primary English teachers with different degrees of teaching professionalism
• 발행기관: 한국외국어교육학회
• 저자명: 조규희(Jo, Kyuhee) 최희경(Cho, Heekyong) 김기택(Kim, Kitaek)
• 간행물 정보: 『Foreign Languages Education』Vol.24 No.1, 207~232쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.03.30

영문 초록

This study explores whether there are differences in the types and characteristics of teacher talk between primary English teachers with different degrees of teaching professionalism. Two primary English teachers who were different from each other in their teaching professionalism were selected. They both taught sixth grade students and used the same English textbook. The data for the study were collected while they both were teaching the same unit of the textbook. Their classes were video-recorded and their interaction was transcribed and analyzed based on the framework of ‘constructive’ and ‘obstructive’ teacher talk (Walsh, 2002). The results show that the two teachers differed in the amount of the use of ‘constructive’ and ‘obstructive’ teacher talk. The more professional teacher used more constructive talk while the less professional teacher used more obstructive talk, and the more professional teacher encouraged the students to engage in the interaction by using constructive talk, such as error correction, content feedback, scaffolding, and so forth. On the basis of these results, some pedagogical implications were made.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론

참고문헌

키워드

수업 전문성 교사발화 교실 담화 teaching professionalism teacher talk classroom discourse