수업 대화에서의 청자 소외 양상 분석 - 교사 발화의 응답성 분석을 중심으로 -
Analysis of Listener Alienation in Class Conversation: Focusing on the Answerability Analysis of Teacher Utterance
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This study focuses on the answerability of utterance that enables students to actively engage in class, categorizes the answer structure of teacher utterance, and explores the signs of listener alienation in class for each type. Examining the teacher's utterance from the perspectives of “answerability” and “listener alienation” highlights the nature of the conversation and “building a relationship.” It is also significant in that it allows reflection on the existing efficiency-centered teacher speech discourse. In this study, listener alienation was viewed as ‘a state in which the status as an answerer of the teacher's utterances has not been stably granted to an individual, and therefore, she/he neither expects nor forms any ‘educational relationship’ with the teacher in the classroom.’ Based on this concept, the answer structure of the teacher's utterance was categorized and the types of listener alienation that could occur for each type was explored. Primarily, it was confirmed that the answer structure of teacher utterance can be classified into six types. Signs of listener alienation were observed in four types. In view of this, implications for teacher speech were drawn.
Abstract
This study focuses on the answerability of utterance that enables students to actively engage in class, categorizes the answer structure of teacher utterance, and explores the signs of listener alienation in class for each type. Examining the teacher's utterance from the perspectives of “answerability” and “listener alienation” highlights the nature of the conversation and “building a relationship.” It is also significant in that it allows reflection on the existing efficiency-centered teacher speech discourse. In this study, listener alienation was viewed as ‘a state in which the status as an answerer of the teacher's utterances has not been stably granted to an individual, and therefore, she/he neither expects nor forms any ‘educational relationship’ with the teacher in the classroom.’ Based on this concept, the answer structure of the teacher's utterance was categorized and the types of listener alienation that could occur for each type was explored. Primarily, it was confirmed that the answer structure of teacher utterance can be classified into six types. Signs of listener alienation were observed in four types. In view of this, implications for teacher speech were drawn.
참고문헌 (20)
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