Uses of Wiil, Would, and Going To in Microteaching by Korean Pre-service Teachers
Uses of Wiil, Would, and Going To in Michroteaching by Korean Pre-service Teachers
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초록
The study investigated the lectures of 11 Korean English pre-service teachers in a microteaching context and those of 10 native English instructors at a university in Seoul. This study identified a difference in the usage of will (including would) and going to between the two groups. The analysis of this study showed that the Korean participants overused will and going to and under using would. These results differed from the researcher’s prediction that the Korean participants would under use will, would, and going to, and volition of would and overuse the polysemy of would and going to. The results also found that the Korean pre-service teachers overused volition of will, and that polysemy would and going to were used in an unnatural way. Thus, this study suggests that teacher training programs should provide pre-service teachers with more opportunities to learn the subtle meanings and functions of these modal expressions by exposing them to quality input with proper contextual information.
Abstract
The study investigated the lectures of 11 Korean English pre-service teachers in a microteaching context and those of 10 native English instructors at a university in Seoul. This study identified a difference in the usage of will (including would) and going to between the two groups. The analysis of this study showed that the Korean participants overused will and going to and under using would. These results differed from the researcher’s prediction that the Korean participants would under use will, would, and going to, and volition of would and overuse the polysemy of would and going to. The results also found that the Korean pre-service teachers overused volition of will, and that polysemy would and going to were used in an unnatural way. Thus, this study suggests that teacher training programs should provide pre-service teachers with more opportunities to learn the subtle meanings and functions of these modal expressions by exposing them to quality input with proper contextual information.
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