영어 능숙도와 수업동영상 자기분석이 예비영어교사의 교사발화에 미치는 영향
The effects of the English proficiency and the self-analysis of video-recorded microteaching discourse on pre-service English teachers’ teacher talks
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This study examines the effects of the English proficiency and the self-analysis of video-recorded microteaching on pre-service English teachers’ teacher talk for classroom interaction. The participants were 30 undergraduate level pre-service English teachers. They were divided into three groups according to their English proficiency levels. They performed their microteaching before and once again after the self-analysis of their first microteaching. For data collection, the participants’ microteaching practices were video-recorded each time, and their whole teacher talks were transcribed. The transcripts were evaluated, based on the modified Walsh’s (2011) Self-evaluation of Teacher Talk. For quantitative data analysis, MANOVA (multivariate analysis of variance) was performed in order to compare the pre- and post-teacher talks of the pre-service English teachers within different English proficiency levels. The results showed that 1) the frequency of some teacher talks significantly increased according to the participants’ English proficiency levels, and 2) the participants provided more scaffolding after their self-analysis of teacher talks. Post-test interviews confirmed that participating pre-service teachers felt their teacher talk analysis contributed to improving their microteaching performances. The findings provide pedagogical implications for improving pre-service English teachers’ teacher talks.
Abstract
This study examines the effects of the English proficiency and the self-analysis of video-recorded microteaching on pre-service English teachers’ teacher talk for classroom interaction. The participants were 30 undergraduate level pre-service English teachers. They were divided into three groups according to their English proficiency levels. They performed their microteaching before and once again after the self-analysis of their first microteaching. For data collection, the participants’ microteaching practices were video-recorded each time, and their whole teacher talks were transcribed. The transcripts were evaluated, based on the modified Walsh’s (2011) Self-evaluation of Teacher Talk. For quantitative data analysis, MANOVA (multivariate analysis of variance) was performed in order to compare the pre- and post-teacher talks of the pre-service English teachers within different English proficiency levels. The results showed that 1) the frequency of some teacher talks significantly increased according to the participants’ English proficiency levels, and 2) the participants provided more scaffolding after their self-analysis of teacher talks. Post-test interviews confirmed that participating pre-service teachers felt their teacher talk analysis contributed to improving their microteaching performances. The findings provide pedagogical implications for improving pre-service English teachers’ teacher talks.
참고문헌 (36)
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