초등영어수업에서 사용된 한국인 교사와 원어민 교사의 언어 기능과 질문 유형 연구
Comparative analysis of language functions and question patterns used by non-native and native English-speaking teachers in the English classes of Korean elementary schools.
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The purpose of this study is to compare and analyze the language functions used by non-native English-speaking teachers and native English-speaking teachers in the English classes of Korean elementary schools. In order to fulfill the purpose, two research questions were set up: (1) What are the differences between non-native English-speaking teachers and native English-speaking teachers in their use of language functions in the classroom? (2) What are the differences of the question patterns between the two groups? Two Korean English teachers and one native English teacher were chosen for the study and observed four times throughout the semester of 2011. Data were collected through video tape-recordings and analyzed after the semester. Results of the study indicated that both groups, non-native English-speaking teachers and native English-speaking teachers, used instructive function and descriptive functions very actively, while native English-speaking teachers used more descriptive functions than non-native English-speaking teachers. Regarding the question patterns used by the two groups, non-native English-speaking teachers used more divergent questions than native English-speaking teachers. Future implications of the study were added at the end of the study.
Abstract
The purpose of this study is to compare and analyze the language functions used by non-native English-speaking teachers and native English-speaking teachers in the English classes of Korean elementary schools. In order to fulfill the purpose, two research questions were set up: (1) What are the differences between non-native English-speaking teachers and native English-speaking teachers in their use of language functions in the classroom? (2) What are the differences of the question patterns between the two groups? Two Korean English teachers and one native English teacher were chosen for the study and observed four times throughout the semester of 2011. Data were collected through video tape-recordings and analyzed after the semester. Results of the study indicated that both groups, non-native English-speaking teachers and native English-speaking teachers, used instructive function and descriptive functions very actively, while native English-speaking teachers used more descriptive functions than non-native English-speaking teachers. Regarding the question patterns used by the two groups, non-native English-speaking teachers used more divergent questions than native English-speaking teachers. Future implications of the study were added at the end of the study.
참고문헌 (30)
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