Interdiscourse Communication in an Elementary English Classroom
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This study investigates interdiscourse communication between a native speaking English teacher and Korean elementary students in an EFL classroom. It has been argued that intercultural communication should be the new orientation of English education in Korea, but there has not been much research on investigating the use of intercultural communication in real classrooms. When we do research on culture or intercultural study, it is inappropriate to begin with the notion that individuals are first of all representatives of national cultures or even various subcultures. Rather, it is more appropriate to begin with the individual and describe the many discourses s/he brings to any encounter and also to consider the power relationships and social distance between the participants and the degree of cultural awareness and self identity of the interlocutors in any communication encounter. Therefore, this study focuses on the single site of the EFL classroom in order to look at the interdiscourse communication between a native speaking English teacher and Korean elementary students in an English classroom. Critical classroom discourse is used to analyze the interdiscourse communication in this context.
Abstract
This study investigates interdiscourse communication between a native speaking English teacher and Korean elementary students in an EFL classroom. It has been argued that intercultural communication should be the new orientation of English education in Korea, but there has not been much research on investigating the use of intercultural communication in real classrooms. When we do research on culture or intercultural study, it is inappropriate to begin with the notion that individuals are first of all representatives of national cultures or even various subcultures. Rather, it is more appropriate to begin with the individual and describe the many discourses s/he brings to any encounter and also to consider the power relationships and social distance between the participants and the degree of cultural awareness and self identity of the interlocutors in any communication encounter. Therefore, this study focuses on the single site of the EFL classroom in order to look at the interdiscourse communication between a native speaking English teacher and Korean elementary students in an English classroom. Critical classroom discourse is used to analyze the interdiscourse communication in this context.
참고문헌 (46)
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