과학-영어 내용중심 수업에서의 교사 발화 분석연구: 초등수업 사례연구를 중심으로
A study on the analysis of L2 teacher talk in science-English content-based instruction at an elementary school
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The purpose of this study is to explore the L2 teacher talk in the science-English CBI classroom in an elementary school. For this purpose, data was obtained from the video-taped instruction given to the fourth grade science-English CBI classroom. The data was transcribed and analyzed to examine 1) the amount of teacher talk in class, 2) sentence types of teacher talk, 3) functions of the teacher's questions and 4) feedback of the teacher's questions. The results of analysis were as follows:First, the class progressed with teacher centered instruction; the teacher talk accounted for 85% of total output in class. Also it was found that there was no student-generated question or output having a sentence structure with a meaning. Secondly, the teacher talk was mainly expressed through a question in this study. In terms of a form of a question, the teacher employed wh-question and yes/no question more often than other questions. Thirdly, in terms of a function of a question, the teacher used display question, referential question, and confirmation check question more often than others. Finally, teacher feedback was given as a form of recast and elicitation. However, it was found that the amount of teacher feedback was insignificant. Pedagogical implications and suggestions for teacher talk in CBI class are discussed.
Abstract
The purpose of this study is to explore the L2 teacher talk in the science-English CBI classroom in an elementary school. For this purpose, data was obtained from the video-taped instruction given to the fourth grade science-English CBI classroom. The data was transcribed and analyzed to examine 1) the amount of teacher talk in class, 2) sentence types of teacher talk, 3) functions of the teacher's questions and 4) feedback of the teacher's questions. The results of analysis were as follows:First, the class progressed with teacher centered instruction; the teacher talk accounted for 85% of total output in class. Also it was found that there was no student-generated question or output having a sentence structure with a meaning. Secondly, the teacher talk was mainly expressed through a question in this study. In terms of a form of a question, the teacher employed wh-question and yes/no question more often than other questions. Thirdly, in terms of a function of a question, the teacher used display question, referential question, and confirmation check question more often than others. Finally, teacher feedback was given as a form of recast and elicitation. However, it was found that the amount of teacher feedback was insignificant. Pedagogical implications and suggestions for teacher talk in CBI class are discussed.
참고문헌 (27)
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