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초등예비교사의 교실 담화에 나타난 상호작용 유형에 관한 연구

A study on interaction patterns in preservice elementary school English teachers’ classroom discourse

김현진
현대영어교육학회 (The Modern English Education Society)|2023.12|현대영어교육 (Modern English Education)|제24권 |pp. 45-61|DOI 10.18095/meeso.2023.24.1.45

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참고문헌

키워드

teacher talk교사 발화교실 담화classroom discourse상호작용적 특징interactional features

초록

The present study aims to explore teacher talk and interactional features presented in elementary English classes taught by preservice elementary school teachers. Three preservice teachers’ classes were videotaped, and their classroom discourse was transcribed. Teacher utterances in transcribed data were classified and coded in terms of questions, interactional features, and use of L1 according to four classroom discourse modes. Findings are as follows. First, display questions and referential questions were frequently used, but the former outnumbered the latter in managerial mode and materials/skills and systems mode. Second, interactional features besides questions were used appropriately for pedagogical purpose of each mode. Third, some interactional features such as content feedback and comprehension checks were preferred by teachers while features such as modeling and teacher echo showed different frequencies according to teacher. Fourth, interactional features related to clarify, reformulate, and extend student utterances were rarely used in classroom discourse. These results suggest that preservice teachers’ classroom discourse tends to be message-oriented and communicative. However, they may need to improve their classroom discourse competence to maintain communication in extended turn-talking interactions and provide enough feedback in English by focusing on both form and meaning of student utterance.

Abstract

The present study aims to explore teacher talk and interactional features presented in elementary English classes taught by preservice elementary school teachers. Three preservice teachers’ classes were videotaped, and their classroom discourse was transcribed. Teacher utterances in transcribed data were classified and coded in terms of questions, interactional features, and use of L1 according to four classroom discourse modes. Findings are as follows. First, display questions and referential questions were frequently used, but the former outnumbered the latter in managerial mode and materials/skills and systems mode. Second, interactional features besides questions were used appropriately for pedagogical purpose of each mode. Third, some interactional features such as content feedback and comprehension checks were preferred by teachers while features such as modeling and teacher echo showed different frequencies according to teacher. Fourth, interactional features related to clarify, reformulate, and extend student utterances were rarely used in classroom discourse. These results suggest that preservice teachers’ classroom discourse tends to be message-oriented and communicative. However, they may need to improve their classroom discourse competence to maintain communication in extended turn-talking interactions and provide enough feedback in English by focusing on both form and meaning of student utterance.

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