초등 영어 교사의 발문 및 담화 구조 유형 분석: TEE - A 수업실연을 바탕으로
An analysis of question types and discourse structure elementary English teachers use on the TEE - A Teaching Practice Test
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The purpose of the study is to examine the nature of question types and discourse structure elementary school teachers use in their English instruction. The research questions are established as follows: (a) Which types of thinking skills are stimulated by the types of questions English teachers used and what are the characteristics of each type of question? and (b) Which type of discourse structure are used frequently by English teachers and what are the characteristics of each type of discourse structure? To answer these, eight English teachers who passed the Teaching Practice Test required for the TEE-Ace certificate were randomly selected. Classroom discourse contained in the video clips of their English instructions recorded during the Teaching Practice Test was analyzed. As for the findings of the study, execution questioning, was most frequently used. Recognition questioning was next frequently used. However, thinking skills of understanding, analysis, evaluation, and creation were scarcely stimulated by teachers’ use of questioning. In addition, the most frequently used discourse structure was IRE structure followed by IRR and IRs. The study provides insights into the importance of teachers’ careful use of questioning in order to stimulate a range of thinking skills and also suggests that teachers should have expertise in dealing with classroom discourse.
Abstract
The purpose of the study is to examine the nature of question types and discourse structure elementary school teachers use in their English instruction. The research questions are established as follows: (a) Which types of thinking skills are stimulated by the types of questions English teachers used and what are the characteristics of each type of question? and (b) Which type of discourse structure are used frequently by English teachers and what are the characteristics of each type of discourse structure? To answer these, eight English teachers who passed the Teaching Practice Test required for the TEE-Ace certificate were randomly selected. Classroom discourse contained in the video clips of their English instructions recorded during the Teaching Practice Test was analyzed. As for the findings of the study, execution questioning, was most frequently used. Recognition questioning was next frequently used. However, thinking skills of understanding, analysis, evaluation, and creation were scarcely stimulated by teachers’ use of questioning. In addition, the most frequently used discourse structure was IRE structure followed by IRR and IRs. The study provides insights into the importance of teachers’ careful use of questioning in order to stimulate a range of thinking skills and also suggests that teachers should have expertise in dealing with classroom discourse.
참고문헌 (24)
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