개인구독
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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
- 2005.1
- 수록면
- 323 - 353 (31page)
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초록· 키워드
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The purpose of this study is to analyze the function of teacher talk in primary EFL classrooms, know whether or not the teachers’s question and feedback give students opportunities for communication. The subjects were 2 elementary school teachers and 2 sixth grade classes. This study included the data from two interviews, nineteen times of class observation, filed notes, and questionnaires. Teachers preceeded their classes for enhancing communiction ability. It is, however, not easy to witness for students to make spontaneous production in English in class which is teacher-oriented. The results showed that most of teachers’ talks were display questions, direction and evaluative feedback. So there were few chances for students to interact with their teacher. Students reacted on teacher’s questions and directons or made compulsory production such as repetitions and other skills by the teacher. This was based on the teachers’ conscious attitude that learning by repetition still plays an important role in the class. The teacher should make students have chances to negotiate meaningfully by using various question techniques, providing discoursal feedback and making them re-produce utterances. The teacher should also play a role of the assistant while making use of students’ process competence and providing opportunities for meaningful negotiation. The teacher should perceive the importance of lesson step and have a unique lesson step which was formed by teacher’s belief.
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