지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
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The premise of this research is that language teachers can improve their professional practice by developing a closer understanding of classroom discourse and, in particular, by focusing on the relationship between language, interaction and learning. In this perspective, this study attempts to examine the interactional aspects in some communicative activities in elementary English classes in Korea, especially in terms of scaffolding, meaning negotiation and pushed output. Two types of communicative activities were selected for this research(role play and information gap activities). Classroom data were gathered from videotaping of regular and experimental elementary English classes. Training sessions were made for the development of teachers’ classroom interaction competence. Some improvements were found after the training sessions in terms of scaffolding, meaning negotiation and pushed output. The main value of the present study may lie in its demonstration that sessions devoted to raising teachers’ awareness of classroom interaction competence can affect a positive impact on classroom interactions between language teachers and their students.
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참고문헌 (38)
참고문헌 신청
Allen, J. / 1984 / The communicative orientation of language teaching, In On TESOL ’83 / TESOL : 231 ~ 250
Bruner, J / 1983 / Child’s talk / Oxford University Press
Bygate, M / 1987 / Speaking / Oxford University Press
Dornyei, Z / 2009 / The psychology of second language acquisition / Oxford University Press
Ellis, R / 2003 / Task-based language learning and teaching / Oxford University Press
Bruner, J / 1983 / Child’s talk / Oxford University Press
Bygate, M / 1987 / Speaking / Oxford University Press
Dornyei, Z / 2009 / The psychology of second language acquisition / Oxford University Press
Ellis, R / 2003 / Task-based language learning and teaching / Oxford University Press
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