A Sequential Analysis of Korean Elementary School English Teachers’ Interactional Practices
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The purpose of this study is to examine the major interactional practices of Korean elementary school English teachers (KESETs) under the circumstances of explaining various pedagogical tasks. To this end, eight in-service KESETs with various teaching experiences were recruited by personal contacts with elementary teachers’ local communities in Seoul and Gyeonggi. Data collection was conducted from mid May to late October, 2013. The sequential analysis was used as a main method for the analysis after detailed transcription. Major findings of the study are as follows: constantly insisting their initiations about the learning objectives; precisely breaking down the sequence of actions needed for learners to play the games; continuously confirming learners’ understanding by eliciting immediate responses from learners; simultaneously organizing learning environment so that learners could concentrate on the ongoing tasks. The findings of the study can be useful in understanding how KESETs perform the various kinds of pedagogical tasks in the course of interacting with their young learners.
Abstract
The purpose of this study is to examine the major interactional practices of Korean elementary school English teachers (KESETs) under the circumstances of explaining various pedagogical tasks. To this end, eight in-service KESETs with various teaching experiences were recruited by personal contacts with elementary teachers’ local communities in Seoul and Gyeonggi. Data collection was conducted from mid May to late October, 2013. The sequential analysis was used as a main method for the analysis after detailed transcription. Major findings of the study are as follows: constantly insisting their initiations about the learning objectives; precisely breaking down the sequence of actions needed for learners to play the games; continuously confirming learners’ understanding by eliciting immediate responses from learners; simultaneously organizing learning environment so that learners could concentrate on the ongoing tasks. The findings of the study can be useful in understanding how KESETs perform the various kinds of pedagogical tasks in the course of interacting with their young learners.
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