초급 한국어 교실에서의 교사-학습자 간상호 적응의 역동성 연구 -자기 수업 관찰 사례를 중심으로-
A Study on the Dynamics of Co-Adaptation between the Teacher and Learners in Beginner Korean Classroom.: Focusing on Cases of Self-class Observation.
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The purpose of this study is to examine the dynamics of co-adaptation and change between the teacher and learners in beginner-level Korean language classes. To achieve this, the beginner Korean language classes taught by the researcher were divided into the beginning and the second half of the semester and then observed. The results of the study demonstrated that dynamic co-adaptation and change occurred between the teacher and learners in the classroom. As part of the co-adaptation displayed by the teacher and learners, teacher adjustment for learner responses and learner adjustment for teacher responses were identified. Among these instances, teacher adjustment for learner responses comprised the majority. Accordingly, the teacher expanded opportunities to use language later during the semester than at the beginning and used various strategies to provide necessary help or improve understanding. On the other hand, learner adjustment to the teacher responses appeared in the form of questions, and they tended to keep their turns toward the end of the semester. Accordingly, the teacher responded to the learners’questions and solved the problems but eventually returned to the teacher-led IRF conversation structure. Based on these results, this study suggests the role of teacher in providing dynamic learning opportunities in the classroom.
Abstract
The purpose of this study is to examine the dynamics of co-adaptation and change between the teacher and learners in beginner-level Korean language classes. To achieve this, the beginner Korean language classes taught by the researcher were divided into the beginning and the second half of the semester and then observed. The results of the study demonstrated that dynamic co-adaptation and change occurred between the teacher and learners in the classroom. As part of the co-adaptation displayed by the teacher and learners, teacher adjustment for learner responses and learner adjustment for teacher responses were identified. Among these instances, teacher adjustment for learner responses comprised the majority. Accordingly, the teacher expanded opportunities to use language later during the semester than at the beginning and used various strategies to provide necessary help or improve understanding. On the other hand, learner adjustment to the teacher responses appeared in the form of questions, and they tended to keep their turns toward the end of the semester. Accordingly, the teacher responded to the learners’questions and solved the problems but eventually returned to the teacher-led IRF conversation structure. Based on these results, this study suggests the role of teacher in providing dynamic learning opportunities in the classroom.
참고문헌 (8)
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