창의적 사고 역량 측면에서의 초등 영어 지도서 교사 발문 분석
An Analysis of Teacher Questions in Elementary School English Teachers’ Guidebooks from the Perspective of Creative-Thinking Competence
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The purpose of this study was to analyze teacher questions in five 5th and five 6th-grade English teachers’ guidebooks from the perspective of creative-thinking competence. The teacher questions were analyzed in terms of frequency and types(question form, content, and purpose). Referential questions were also analyzed and described further in order to investigate how students’ creative-thinking competence can be enhanced through the manipulation of teacher questions. The findings are as follows. First, a total of 849 teacher questions were identified, but there was a significant variation in the number of questions among different teachers’ guidebooks. In addition, most teacher questions were drawn from the 4th and 1st periods of lessons. Second, the most frequent types were Wh- questions in form, textbook-related questions in content, and display questions in purpose. Third, a total of 130 referential questions were most frequently found in the 4th and 5th periods, in the Introduction part, and in activities such as Motivation, Let’s Read, and Think and Write. These questions often had the Wh- form and personal-related content. However, some examples of referential questions have shown that teacher questions with the Yes/No form and textbook-related content should also be considered for enhancing students’ creative-thinking competence.
Abstract
The purpose of this study was to analyze teacher questions in five 5th and five 6th-grade English teachers’ guidebooks from the perspective of creative-thinking competence. The teacher questions were analyzed in terms of frequency and types(question form, content, and purpose). Referential questions were also analyzed and described further in order to investigate how students’ creative-thinking competence can be enhanced through the manipulation of teacher questions. The findings are as follows. First, a total of 849 teacher questions were identified, but there was a significant variation in the number of questions among different teachers’ guidebooks. In addition, most teacher questions were drawn from the 4th and 1st periods of lessons. Second, the most frequent types were Wh- questions in form, textbook-related questions in content, and display questions in purpose. Third, a total of 130 referential questions were most frequently found in the 4th and 5th periods, in the Introduction part, and in activities such as Motivation, Let’s Read, and Think and Write. These questions often had the Wh- form and personal-related content. However, some examples of referential questions have shown that teacher questions with the Yes/No form and textbook-related content should also be considered for enhancing students’ creative-thinking competence.
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