초등학교 수업의 교사 바로잡기(repair) 기법

Abstract

An organization of repair operates in conversation, addressed to recurrent problems in speaking, hearing, and understanding. The organization of repair is the self-righting mechanism for the organization of language use in social interaction. This paper examined teachers’ repair techniques in lessons of ‘Bada’ elementary school. The materials in this paper are drawn from transcriptions of audio-tapes of lessons observed in Bada elementary school. The findings are as follows. 1) I found that teachers’ repair techniques were divided into teacher-initiated technique and teacher-completed technique. Further, teacher-initiated technique can be separated into sub-categories of teacher-invited technique and teacher-guided technique. 2) The teachers of the 1st, 4th and 6th grade classes employed teacher-invited technique(40%), teacher-guided technique(42%), and teacher-completed technique(18%). Specifically, repetition of the question(18%), yes/no question(11%), teacher-correction without initiation(11%) were used. This findings indicate that 1) teacher and students have asymmetrical speakers rights in the context of the formal talk of classrooms, 2) teachers’ repair techniques allow teacher to control academic discourse, and 3) students passively take part in the social construction of academic knowledge in the classroom. The findings contribute to the understanding of the relationships between classroom discourse and academic knowledge in the elementary classroom.