초등영어 수업의 상호작용 분석
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참고문헌
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초록
The purpose of this paper is to analyze the interaction patterns of elementary English classes by means of classroom observation. 14 English classes were observed and videotaped for the analysis, and the Moscowitz FLint Analysis was used as an instrument to analyze them. The results of this study were as follow. First, teacher talk was 45.60%, students' talk made up for 28.06%, and other components (silence, confusion, and laughing) totalled the remaining 26.34% of the interaction. Korean language was used for 14.56% of the total teacher and student talks. Non-verbal behavior constituted 0.81% of the total behavior. Second, the most frequently observed behavior was students' choral response. The most frequently observed teacher talk was that of giving direction. Therefore, teacher's giving direction and students' joint response was the most frequently occurring interaction pattern in elementary English classrooms. Third, task-oriented confusion rated most high in the frequency matrix table which implies that English classes are highly activity-based. The implication of the study is that student-initiated responses need to be increased. For that to occur teachers need to ask open and referential questions and elicit free responses from students.
Abstract
The purpose of this paper is to analyze the interaction patterns of elementary English classes by means of classroom observation. 14 English classes were observed and videotaped for the analysis, and the Moscowitz FLint Analysis was used as an instrument to analyze them. The results of this study were as follow. First, teacher talk was 45.60%, students' talk made up for 28.06%, and other components (silence, confusion, and laughing) totalled the remaining 26.34% of the interaction. Korean language was used for 14.56% of the total teacher and student talks. Non-verbal behavior constituted 0.81% of the total behavior. Second, the most frequently observed behavior was students' choral response. The most frequently observed teacher talk was that of giving direction. Therefore, teacher's giving direction and students' joint response was the most frequently occurring interaction pattern in elementary English classrooms. Third, task-oriented confusion rated most high in the frequency matrix table which implies that English classes are highly activity-based. The implication of the study is that student-initiated responses need to be increased. For that to occur teachers need to ask open and referential questions and elicit free responses from students.
참고문헌 (12)
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