한국어 말하기 평가에서의 교사 화행 연구 - 진행 단계별 교사 발화를 중심으로 -
A Study on Teacher’s Speech Act in Korean Speaking Test: Focusing on the Teacher Talk at Each Stage
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In this study, the speech act used by five Korean teachers in the Korean speaking test were examined according to the structure of conversation sequences. In the preparation and explanation stage, teachers were using speech acts such as ‘elicitation, comment, prompt, and marker’ to introduce the speaking test. At the beginning of the test, there was no teacher immediately presented the test questions without the speech act for introduction. In the evaluation progress stage, Korean language teachers used speech acts such as ‘starter, informative, elicitation, prompt, accept, and loop’ to induce more utterances and learners’ responses. In the finishing stage, the Korean language teacher was using speech acts such as ‘accept, evaluate, check, and reply’ to arrange the entire speaking test situation.
Abstract
In this study, the speech act used by five Korean teachers in the Korean speaking test were examined according to the structure of conversation sequences. In the preparation and explanation stage, teachers were using speech acts such as ‘elicitation, comment, prompt, and marker’ to introduce the speaking test. At the beginning of the test, there was no teacher immediately presented the test questions without the speech act for introduction. In the evaluation progress stage, Korean language teachers used speech acts such as ‘starter, informative, elicitation, prompt, accept, and loop’ to induce more utterances and learners’ responses. In the finishing stage, the Korean language teacher was using speech acts such as ‘accept, evaluate, check, and reply’ to arrange the entire speaking test situation.
참고문헌 (19)
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