Functional Analysis of Native Teachers’ Talk in L2 Classes
1
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study surveys some features of native teachers’ verbal behaviour in Korean basic English conversation classrooms based on T.A.s’ transcription, applying the functional analysis of Sinclair and Coulthard (1975), Bowers (1980), and Rogers (2002). In the case of the relation between function and forms unmarked forms are preferred to marked forms: for example ‘elicitation’ and ‘check’ are realized by interrogative, almost all of ‘informative’ by declarative, and about three quarters of directive by ‘imperative’. As for subordinate acts such as ‘prompt’ and ‘loop’ which do not have instructional purpose, they are often expressed in basic simple grammatical forms like other instructive acts, the result which is a little different from the research of Sinclair and Coulthard (1975). In relation to the instructional act, ‘elicitation’, display questions and referential questions are equally distributed even though much of the referential questions are closed ones. For ‘evaluation’ we also found as many simple sentences as formulaic expressions. Regarding Sinclair and Coulthard’s (1975) fixed categorization, it needs some change or adaptation because in the contemporary EFL classes subsidiary acts like ‘discipline’ and ‘sociative’ are uttered much more frequently and taking more emerging prominence.
Abstract
This study surveys some features of native teachers’ verbal behaviour in Korean basic English conversation classrooms based on T.A.s’ transcription, applying the functional analysis of Sinclair and Coulthard (1975), Bowers (1980), and Rogers (2002). In the case of the relation between function and forms unmarked forms are preferred to marked forms: for example ‘elicitation’ and ‘check’ are realized by interrogative, almost all of ‘informative’ by declarative, and about three quarters of directive by ‘imperative’. As for subordinate acts such as ‘prompt’ and ‘loop’ which do not have instructional purpose, they are often expressed in basic simple grammatical forms like other instructive acts, the result which is a little different from the research of Sinclair and Coulthard (1975). In relation to the instructional act, ‘elicitation’, display questions and referential questions are equally distributed even though much of the referential questions are closed ones. For ‘evaluation’ we also found as many simple sentences as formulaic expressions. Regarding Sinclair and Coulthard’s (1975) fixed categorization, it needs some change or adaptation because in the contemporary EFL classes subsidiary acts like ‘discipline’ and ‘sociative’ are uttered much more frequently and taking more emerging prominence.
참고문헌 (18)
- Bellack, A., "The language of the classroom" (1966), Teachers CP
- Bowers, R. G., "Verbal behaviour in the language teaching classroom" (1980), University of Reading
- Chaudron, Craig, "Second Language Classrooms: Research on teaching and learning" (1988), Cambridge UP
- Cook, G., "Discourse" (1989), Oxford UP
- Fanselow, John F., "Beyond ‘Rashmon’- conceptualizing and describing the teaching act", TESOL Quarterly, 11, pp.17~39 (1977)
- Legarreta, Dorothy, "Language choice in bilingual classrooms", TESOL Quarterly, 11, pp.9~16 (1977)
- Levinson, S., "Pragmatics" (1983), Cambridge UP
- Long, M. H., "Classroom foreigner talk discourse: forms and functions of teacher’s questions in : Classroom–oriented research in second language acquisition", pp.268~285 (1983), Newbury House
- Milk, Robert D., "Language use in bilingual classrooms: two case studies in : ON TESOL ’81", pp.181~191 (1994), TESOL
- Moskowitz, G., "Interaction analysis - a new modern language for supervisors", Foreign Language Annals, 1, pp.218~235 (1971)
- Patil, P. B., "Strategies of Teacher Talk", IRAL, 32, pp.153~163 (1994)
- Richard, Jack C., "Reflecting Teaching in Second Language Classrooms" (1996), Cambridge UP
- Rogers, William A., "Classroom Behaviour: A practical guide to effective teaching, behaviour management and colleague support" (2002), PaulChapman Publishing
- Scollen, R . T., "Scollen Linguistic convergence: an ethnography of speaking at FortChipewyan" (1979), AP
- Sinclair, J., "Towards an Analysis of Discourse" (1975), Oxford UP
- Tsui, Amy Bik-May, "Analyzing input and interaction in second language classrooms", RELC Journal, 16, pp.8~32 (1985)
- Walsh, Steve, "Investigating Classroom Discourse" (2006), Routledge
- Wray, A., "Formulaic Language and the Lexicon" (2002), Cambridge UP