COLT를 통한 영어마을 수업 특성 및 학생과 영어 강사의 상호작용 분석
An analysis of both the characteristics of classes and teacher and student interaction in an English Village using COLT
0
조회
0
다운로드
24
인용
0
참고문헌
키워드
초록
The main goal of this study is to investigate how meaningful and communicative the classes in an English Village are. Furthermore it attempts to observe the amount of student participation in the class discourse. Four classes from the Kyunggi Ansan English Village in 2005 were selected. These four classes were a part of a 5-day English program in which second year middle school students participate across the Kyunggi province. COLT Parts A and B were used to analyze the characteristics of the four classes. In addition, the amount of actual time spent speaking in English by the students and the teachers was also calculated. The results revealed that even though the classes used English exclusively as a medium of instruction, the classes examined in the study were not communicative enough to bring meaningful and authentic interaction. Students were mostly situated in a passive mode where they had scarce opportunities to participate in the class. The utterances produced by the students in the four classes were either ultraminimal or minimal, consisting of only one or two words or formulated sentences repeating the teacher’s utterances. In all the classes, students occupied a very limited amount of time speaking in English, ranging from about 6 to 14 minutes. These results suggest a need for a more communicative classroom in order to bring about meaningful and authentic interaction.
Abstract
The main goal of this study is to investigate how meaningful and communicative the classes in an English Village are. Furthermore it attempts to observe the amount of student participation in the class discourse. Four classes from the Kyunggi Ansan English Village in 2005 were selected. These four classes were a part of a 5-day English program in which second year middle school students participate across the Kyunggi province. COLT Parts A and B were used to analyze the characteristics of the four classes. In addition, the amount of actual time spent speaking in English by the students and the teachers was also calculated. The results revealed that even though the classes used English exclusively as a medium of instruction, the classes examined in the study were not communicative enough to bring meaningful and authentic interaction. Students were mostly situated in a passive mode where they had scarce opportunities to participate in the class. The utterances produced by the students in the four classes were either ultraminimal or minimal, consisting of only one or two words or formulated sentences repeating the teacher’s utterances. In all the classes, students occupied a very limited amount of time speaking in English, ranging from about 6 to 14 minutes. These results suggest a need for a more communicative classroom in order to bring about meaningful and authentic interaction.
참고문헌 (35)
- 김선희, "영어로 진행하는 중학교 1학년 영어 수업의 교실 담화와 상호작용에 관한 수업 현장 연구", 박사, pp.2007
- 김현애, "초등 과학 몰입수업에서 원어민 교사 발화", 응용언어학, 24(1), pp.205~224 (2008), 한국응용언어학회
- 이병민, "EFL 영어학습 환경에서 학습시간의 의미", 외국어교육, 10(2), pp.107~129 (2003)
- 전용준, "영어마을 실태와 인식조사 및 운영개선 방안", 석사, pp.2007
- Allen, P, "communicative orientation of second language teaching: An observation scheme. In: On TESOL '83", pp.231~252 (1984), TESOL
- Allen, P, "Aspects of classroom treatment: Toward a more comprehensive view of second language education. In: The development of second language proficiency", pp.57~81 (1990), Cambridge Univeristy Press.
- Chaudron,C, "Second language classrooms: Research on teaching and learning" (1988), Cambridge University Press
- Doughty,C.J, "Instructed SLA: Constraints, compensation, and enhancement. In: The handbook of second language acquisition", pp.256~310 (2003), Blackwell
- Fazio, L, "Immersion and submersion classrooms: A comparison of instructional practices in language arts", Journal of Multilingual and Multicultural Development, 19(4), pp.303~317 (1998)
- Fortune,T.M, "Understanding immersion students’ oral language use as a mediator of social interaction in the classroom", 박사, pp.2001
- Fröhlich, M, "Difference in the communicative orientation of L2 classrooms", TESOL Quarterly, 19(1), pp.27~57 (1985)
- Harley, B, "The nature of language proficiency. In: The development of second language proficiency", pp.7~25 (1990), Cambridge University Press
- Sung-AeKim, "A Critical Reflection on the ‘Teaching English Through English’ Classes in the Korean Context", 영어교육, 57(4), pp.315~346 (2002), 한국영어교육학회
- Kim,Sung-Yeon, "Teachers’ perceptions about teaching English through English", English Teaching, 57(1), pp.131~148 (2002)
- Kim,YoungSook, "Teachers’ and stduents’ perception of English use in secondary English classroom", English Teaching, 57(4), pp.131~156 (2002)
- Larsen-Freeman,D, "Techniques and principles in language teaching" (1986), Oxford University Press.
- Lee,Jenny Hye-Won, "The nature and quality of English language teaching and learning in the Korean primary school classroom", 박사, pp.2002
- 이지애, "Corrective Feedback and Learner Uptake in English Immersion Classrooms at the Primary Level in Korea", 영어교육, 62(4), pp.311~334 (2007), 한국영어교육학회
- Lightbown, P. M, "Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning", Studies in Second Language Acquisition, 12(4), pp.429~448 (1990)
- Lightbown, P. M, "An innovative program for primary ESL students in Quebec", TESOL Quarterly, 28(3), pp.563~579 (1994)
- Lim,InJae, "A study of four Korean third-grade EFL classrooms", 박사, pp.2002
- Loschky,L, "Comprehensible input and second language acquisition: What is the relationship?", Studies in Second language acquisition, 16, pp.303~323 (1994)
- Lyster, R, "Corrective feedback and learner uptake: Negotiation of form in communicative classrooms", Studies in Second Language Acquisition, 19(1), pp.37~66 (1997)
- Mackey, A, "Second language research: Methodology and design" (2005), Lawrence Erlbaum
- Mckay,S, "Researching second language classrooms" (2006), Lawrence Erlbaum
- Musumeci,D, "Teacher-learner negotiation in content-based instruction: Communication at cross-purposes?", Applied Linguistics, 17, pp.286~325 (1996)
- Nunan,D, "Language teaching methodology: A textbook for teachers" (1991), Prentice Hall International.
- Rao,Z, "Chinese students’ perceptions of communicative and non-communicative activities in EFL Classroom", System, 30, pp.85~105 (2002)
- Robinson,P, "Attention and memory during SLA. In: The handbook of second language acquisition", pp.631~678 (2003), Blackwell
- Spada, N, "COLT observation scheme: Communicative orientation of language teaching coding conventions and applications" (1995), National Centre for English Language Teaching and Research at Macquarie University
- Spada, N, "Instruction and the development of questions in L2 classrooms", Studies in Second Language Acquisition, 15(2), pp.205~224 (1993)
- Sung,In Ja, "A comparison of class activities led by teachers in English kindergarten: Korean children's attitudes", 석사, pp.2006
- Swain,M, "Three functions of output in second language learning. In: Principle and practice in applied linguistics: Studies in honor of H.G. Widdowson", pp.125~144 (1995), Oxford University Press.
- Swain, M, "Interaction and second language learning: Two adolescent French immersion students working together", Modern Language Journal, 82, pp.320~337 (1998)
- White, L, "Input enhancement and L2 question formation", Applied Linguistics, 12(4), pp.416~432 (1991)