초등 영어교사 교실영어 비교연구
Comparison of Teacher Talks from Three Different Primary School ESOL Teachers
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참고문헌
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초록
Abstract
This study compares the teacher-talks from three different primary school ESOL teachers (one native speaker of English and two Korean teachers) in terms of syntactic structures and interactions between students and teachers in English classrooms for non-native English speakers. The research results show that many existing differences between these teachers according to their proficiency levels in English. Analyzing the corpus, the prominent differences have been observed in both their use of different types of sentences (directive statements, questions, imperatives, and exclamatory sentences) and interaction structures with students (initiation - response - feedback). Put simply, this research shows why teacher talks by Korean teachers play a limited role in effectively encouraging and maintaining an interaction with their students in the target language when their talks are compared to that by an experienced ESOL teacher, who is a native speaker of English, as a role model.
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