초등학교 영어과 교사용 지도서의 교사 발문 분석: 상호 작용을 중심으로
An analysis of the types of a teacher’s interaction in the teacher’s guide for elementary English textbooks.
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The purpose of this study is to investigate a teacher’s interaction types in the teacher’s guidebooks based on the 7th curriculum. To achieve this purpose, the types of interactions were analyzed in focus on the teacher’s role as to whether it realizes the main ideas of 7th national English curriculum by using twelve items of analysis criteria; teacher’s role should be the facilitator or scaffolder of communication between teachers and students. The study finds that several teacher’s interaction types should be more emphasized in order for elementary school students to participate in active teacher-students as well as students- students interaction, and to take the initiative by deriving their background experiences. This study also finds that teacher’s interaction types are inclined to cognitive-types comparing to affective ones such as that of encouraging practice, recruiting interest, controlling frustration, or inviting student participation, which are crucial elements for elementary students to challenge foreign language study. The study following interactionist’s and socio-constructivist’s theory in the field of language learning suggests that teacher’s guide should consider the importance of sharing students’ background experiences for more solid conceptualization and internalization of new language resources.
Abstract
The purpose of this study is to investigate a teacher’s interaction types in the teacher’s guidebooks based on the 7th curriculum. To achieve this purpose, the types of interactions were analyzed in focus on the teacher’s role as to whether it realizes the main ideas of 7th national English curriculum by using twelve items of analysis criteria; teacher’s role should be the facilitator or scaffolder of communication between teachers and students. The study finds that several teacher’s interaction types should be more emphasized in order for elementary school students to participate in active teacher-students as well as students- students interaction, and to take the initiative by deriving their background experiences. This study also finds that teacher’s interaction types are inclined to cognitive-types comparing to affective ones such as that of encouraging practice, recruiting interest, controlling frustration, or inviting student participation, which are crucial elements for elementary students to challenge foreign language study. The study following interactionist’s and socio-constructivist’s theory in the field of language learning suggests that teacher’s guide should consider the importance of sharing students’ background experiences for more solid conceptualization and internalization of new language resources.
참고문헌 (20)
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