초등영어 수업의 의사소통 활동에서의 상호작용 분석: 스캐폴딩과 의미 협상, 요구되는 발화를 중심으로
An analysis of the interactions in communicative activities in elementary English classes
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초록
The premise of this research is that language teachers can improve their professional practice by developing a closer understanding of classroom discourse and, in particular, by focusing on the relationship between language, interaction and learning. In this perspective, this study attempts to examine the interactional aspects in some communicative activities in elementary English classes in Korea, especially in terms of scaffolding, meaning negotiation and pushed output. Two types of communicative activities were selected for this research(role play and information gap activities). Classroom data were gathered from videotaping of regular and experimental elementary English classes. Training sessions were made for the development of teachers’ classroom interaction competence. Some improvements were found after the training sessions in terms of scaffolding, meaning negotiation and pushed output. The main value of the present study may lie in its demonstration that sessions devoted to raising teachers’ awareness of classroom interaction competence can affect a positive impact on classroom interactions between language teachers and their students.
Abstract
The premise of this research is that language teachers can improve their professional practice by developing a closer understanding of classroom discourse and, in particular, by focusing on the relationship between language, interaction and learning. In this perspective, this study attempts to examine the interactional aspects in some communicative activities in elementary English classes in Korea, especially in terms of scaffolding, meaning negotiation and pushed output. Two types of communicative activities were selected for this research(role play and information gap activities). Classroom data were gathered from videotaping of regular and experimental elementary English classes. Training sessions were made for the development of teachers’ classroom interaction competence. Some improvements were found after the training sessions in terms of scaffolding, meaning negotiation and pushed output. The main value of the present study may lie in its demonstration that sessions devoted to raising teachers’ awareness of classroom interaction competence can affect a positive impact on classroom interactions between language teachers and their students.
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