영어교재에 나타난 대화문 분석: 학습 생애사 관점에서
An analysis of dialogues in English learning textbooks: from the perspectives of learning history.
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The main purpose of this study is to investigate whether dialogues presented in various textbooks reflect features of spoken grammar and authentically designed conversation structure. With the perspectives of learning history, four students who have had similar English learning history participated in this study. Their own histories of English dialogues are combined as a learning history of one imaginary student. From the students, nine textbooks were collected, and dialogues in there were analyzed by the features of spoken grammar and conversation structure. The result showed that these dialogues generally reflected very limited and selective features of spoken grammar, which focused on only lexicogrammatical components. Moreover, with the features of conversation structure, dialogues included the same number of speakers, the similar degree of dominance, interactional contingency and goal orientation to conversation. These results implies that English learners in Korea are exposed to the English dialogues which reflects very limited and selective features of authentic conversation.
Abstract
The main purpose of this study is to investigate whether dialogues presented in various textbooks reflect features of spoken grammar and authentically designed conversation structure. With the perspectives of learning history, four students who have had similar English learning history participated in this study. Their own histories of English dialogues are combined as a learning history of one imaginary student. From the students, nine textbooks were collected, and dialogues in there were analyzed by the features of spoken grammar and conversation structure. The result showed that these dialogues generally reflected very limited and selective features of spoken grammar, which focused on only lexicogrammatical components. Moreover, with the features of conversation structure, dialogues included the same number of speakers, the similar degree of dominance, interactional contingency and goal orientation to conversation. These results implies that English learners in Korea are exposed to the English dialogues which reflects very limited and selective features of authentic conversation.
참고문헌 (33)
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