NS and NNS Teacher Identities: An Analysis of Teacher-Student Interaction in EFL Classroom

• 발행기관: 한국외국어교육학회
• 저자명: Seojin Park
• 간행물 정보: 『Foreign Languages Education』Vol.24 No.1, 105~130쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.03.30

영문 초록

With a recognition of a profound effect that teacher identity has in students’ language learning, the present study explores how teacher identity, especially that of native speaking (NS) and nonnative speaking (NNS) teacher in EFL context, shapes the teacher-student interaction and influences students’ learning differently. Data was gathered through classroom observations and video recordings of teacher-student interaction of a total of six hours of class sessions. The data comes from the interactions of three nonnative Korean teachers, one native speaker, and six university students in Korean EFL co-teaching classroom. To analyze the data, the method of discourse analysis was used. The findings show that the native teacher acted as an interaction provoker who stimulated classroom discussion and also an expert of both target language and culture. On the other hand, nonnative teachers acted as an activity guider by helping student understand the classroom activities. As sharing L1 and the same culture, nonnative teachers were flexible with the language choice of the students and understood the difficulties they had in the class. The study further draws attention to the pedagogical implications regarding the co-teaching of native and nonnative teacher in EFL classroom.

목차

I. Introduction

II. Literature Review

III. Methodology

IV. Results

V. Discussion

VI. Conclusion

References

키워드

협력수업 담화분석 교사정체성 co-teaching discourse analysis teacher identity