초등영어 교사의 피드백의 유형과 특징 분석
An analysis of types and characteristics of feedback in elementary school English teachers’ talk.
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This study aimed to analyze types and characteristics of feedback in elementary schoolEnglish teachers’ talk. For this purpose, two 5th grade English teachers who taught thesame unit of the textbook were observed and their lessons were transcribed. Their talk,especially feedback given after the students’ responses, was analyzed in terms ofcognitive feedback as well as affective feedback. The results were as follows. First,classroom interactions in both classes were relatively limited to the structure of IR andIRE, thus follow-up feedback to elicit the students’ responses was rarely observed. Second, among affective feedback, both teachers provided positive feedback mostfrequently to give praise. Third, in terms of cognitive feedback, the teachers gavefeedback for negotiation of meaning to some extent, but seldom provided feedback forscaffolding. Finally, no feedback for maintaining the direction of the lesson wasobserved in either class where the teachers controlled most of the activities. Based onthe findings, it is implied that elementary school English teachers should improve theirskills in providing more cognitive feedback to derive the students’ responses morefrequently, increasing affective feedback that encourages the students’ participation,and supporting the students with various types of scaffolding.
Abstract
This study aimed to analyze types and characteristics of feedback in elementary schoolEnglish teachers’ talk. For this purpose, two 5th grade English teachers who taught thesame unit of the textbook were observed and their lessons were transcribed. Their talk,especially feedback given after the students’ responses, was analyzed in terms ofcognitive feedback as well as affective feedback. The results were as follows. First,classroom interactions in both classes were relatively limited to the structure of IR andIRE, thus follow-up feedback to elicit the students’ responses was rarely observed. Second, among affective feedback, both teachers provided positive feedback mostfrequently to give praise. Third, in terms of cognitive feedback, the teachers gavefeedback for negotiation of meaning to some extent, but seldom provided feedback forscaffolding. Finally, no feedback for maintaining the direction of the lesson wasobserved in either class where the teachers controlled most of the activities. Based onthe findings, it is implied that elementary school English teachers should improve theirskills in providing more cognitive feedback to derive the students’ responses morefrequently, increasing affective feedback that encourages the students’ participation,and supporting the students with various types of scaffolding.
참고문헌 (38)
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