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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2009.1
- 수록면
- 377 - 400 (24page)
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초록· 키워드
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This study investigates whether interaction between teachers and their students has some relationship with initiation moves and follow-up moves in Teaching English in English classes. The characteristics of teacher talk are also reported. Two middle school teachers and their students participated in the study. Classes were audio-taped and then transcribed. Data were analyzed in terms of instructional conversation, turns, amount of English and Korean used by both teachers and students, AS-Unit, and types of questions. Both of the teachers tended to keep expanding the interaction with their students about a specific topic. In terms of initiation moves, however, teacher A used KIQs by 42% and PQs by 33% whereas teacher B used KIQs by 81% and PQs by 12%. Teacher A who used more PQs interacted with her students less effectively, which could not be said that PQ necessarily promoted active participation from students. Both of the teachers, had more teacher turns by 10% than student turns and used simple structures rather than complex structures. Teacher talk in English took 91-94%, among which teacher-initiated questions took 92-95%, indicating teacher dominates talk in English. In addition, teachers frequently asked questions expecting sentence-level answers but students answered them on word levels. Therefore, controlled communicative activities will be more helpful for these students rather than free communication activities.
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