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Teacher Talk in an EFL University Classroom

Sung, Kiwan|Ryu, Young-Sil
한국영어교육학회 (Korea Association Of Teachers Of English)|2005.03|영어교육 (English Teaching)|제60권 제1호|pp. 41-68

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참고문헌

주제분류영어와문학

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Abstract

This paper investigates the characteristics and patterns of teacher talk through classroom discourse analysis in an EFL university context. After collecting the discourse data for a semester based on an English class with one native English speaking teacher (NEST) and 35 students, the researchers modified Chaudron’s (1983) four points of view on teacher talk into three (i.e., teacher vocabulary, teacher questioning, and topic management) for further categorization and coding of the data. The results of the study showed that 1) the NEST used both simplified and coined words and code switched various words, 2) the NEST’s unclear and fragmented questions often appeared to confuse the students, and 3) the NEST teacher used the strategies of providing the learners with hypothetical scenarios and role play opportunities for better topic management. Finally, the study discusses the importance of a discourse analysis approach in order to understand one’s teaching practices and, possibly, help EFL learners engage in more meaningful and diverse interaction in the language classroom

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관련 논문AI추천

Language Features of Teachers and Learners in the ESL ClassroomKim, Yoon-Kyu한국영어교육학회 · 영어교육2007 · 제62권 제3호An Analysis of Primary School ESL Teacher’s TalkSeungbokLee한국영어교육학회 · 영어교육2003 · 제58권 제1호Discourse Practices of Two ESL Teachers김은정언어과학회 · 언어과학연구2004 · 제1권 제29호A Quantitative Analysis of Classroom Interactions in Two EFL Writing Courses at a University이영화언어과학회 · 언어과학연구2006 · 제38호Talk, Talk, Talk!: IRE and IRF in the Language Classrooms장선미한국현대언어학회 · 언어연구2004 · 제20권 제2호A descriptive study of teacher questioning behavior in an elementary EFL classroom권영환팬코리아영어교육학회 · 영어교육연구2006 · 제18권 제3호

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