영어회화수업에 나타난 원어민 발화의 담화적 특성
Functional Characteristics of Native Teachers' Utterance in Conversation Class
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This study surveys some features of native teachers’ utterance in basic English conversation courses, adapting the functional analysis of Sinclair and Coulthard (1975), Bowers (1980), and Rogers (2002). In case of the relation between function and forms unmarked forms are preferred to marked forms: for example ‘elicitation’ and ‘check’ are realized by interrogative, about three thirds of ‘informative’and 'directive' each by declarative and‘imperative'. As for subordinate acts such as ‘prompt’ and ‘loop’ which do not have instructional purpose, they are often expressed in basic simple grammatical forms like other instructive acts while react un sentence fragments. This shows a little different result from the research of Sinclair and Coulthard (1975). In relation to the instructional act, ‘elicitation’, display questions are used more often than even though much of the referential questions are closed ones. Also, native teachers often use positive politeness strategy for sociative act while they often use bald-on record strategy for disciplinary act. For 'evaluation’native teachers made much use of simple sentences and formulaic expressions. Regarding Sinclair and Coulthard’s (1975) fixed categorization, it needs some change or adaptation because in the contemporary EFL classes some subsidiary acts like ‘discipline’ and ‘sociative’ are taking more important part in native teachers' talk in conversation classes.
Abstract
This study surveys some features of native teachers’ utterance in basic English conversation courses, adapting the functional analysis of Sinclair and Coulthard (1975), Bowers (1980), and Rogers (2002). In case of the relation between function and forms unmarked forms are preferred to marked forms: for example ‘elicitation’ and ‘check’ are realized by interrogative, about three thirds of ‘informative’and 'directive' each by declarative and‘imperative'. As for subordinate acts such as ‘prompt’ and ‘loop’ which do not have instructional purpose, they are often expressed in basic simple grammatical forms like other instructive acts while react un sentence fragments. This shows a little different result from the research of Sinclair and Coulthard (1975). In relation to the instructional act, ‘elicitation’, display questions are used more often than even though much of the referential questions are closed ones. Also, native teachers often use positive politeness strategy for sociative act while they often use bald-on record strategy for disciplinary act. For 'evaluation’native teachers made much use of simple sentences and formulaic expressions. Regarding Sinclair and Coulthard’s (1975) fixed categorization, it needs some change or adaptation because in the contemporary EFL classes some subsidiary acts like ‘discipline’ and ‘sociative’ are taking more important part in native teachers' talk in conversation classes.
참고문헌 (24)
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