A Conversation Analysis of Online Video Corpus of Pre-service English Teachers’ Mock-teaching
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This study is a online based video analysis of pre-service teachers’ teaching training. Adopting conversation analysis(CA) of video recorded corpus and Vygotskian view of language and cognition, this study investigated teacher talk focusing on the following issues: the way of repair mechanism and use of discourse marker(DM) revealed in pre-service English teacher interaction; and the cognitive functions of the repair sequences and ‘okay.’ Three sets of fifteen minute video recorded data was transcribed and sorted by the types of repair sequences and the use of ‘okay.’ We found that the recurrent types of repair in mock-teaching data were other-initiated self-repair(OSR: teacher-initiated student-repair), self-initiated self-repair with repetition(SSR: teacher-initiated teacher-repair), and SSR without repetition(teacher-initiated teacher-repair). As for the use of most frequently found DM, we found the multifunctional use of ‘okay’ especially in teacher talk. In addition to the result, this video analysis of classroom interaction is beneficial to the current online and offline teacher training program in the point that it mirrors the actual teaching performance to the self so that the pre-service teachers can finely recognize their conversational flaw and recurring patterns.
Abstract
This study is a online based video analysis of pre-service teachers’ teaching training. Adopting conversation analysis(CA) of video recorded corpus and Vygotskian view of language and cognition, this study investigated teacher talk focusing on the following issues: the way of repair mechanism and use of discourse marker(DM) revealed in pre-service English teacher interaction; and the cognitive functions of the repair sequences and ‘okay.’ Three sets of fifteen minute video recorded data was transcribed and sorted by the types of repair sequences and the use of ‘okay.’ We found that the recurrent types of repair in mock-teaching data were other-initiated self-repair(OSR: teacher-initiated student-repair), self-initiated self-repair with repetition(SSR: teacher-initiated teacher-repair), and SSR without repetition(teacher-initiated teacher-repair). As for the use of most frequently found DM, we found the multifunctional use of ‘okay’ especially in teacher talk. In addition to the result, this video analysis of classroom interaction is beneficial to the current online and offline teacher training program in the point that it mirrors the actual teaching performance to the self so that the pre-service teachers can finely recognize their conversational flaw and recurring patterns.
참고문헌 (20)
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