A Native Chinese Teacher’s English Functions: Adopting Hands-on Activities for Korean Young Learners
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This study explores English functions between a native Chinese teacher (NCT) and Korean young learners in a Chinese classroom. The data were collected from 29 class videos, which were transcribed into 152 pages in Chinese, English, and Korean. English functions have been identified in accordance with the language functions proposed by Halliday (1975), Cook (2001), Kang (2008), and Rabbidge and Chappell (2014). In this study, the NCT focuses on motivating her Korean kindergarteners through randomized hands-on activities to practice and learn new Chinese expressions in an English instructed classroom setting. The main finding was the eight English functions used by the NCT, which are similar to the functions of using Korean to facilitate an English classroom. Meanwhile, this research has provided some positive aspects of using randomized hands-on activities in a target language-only classroom.
Abstract
This study explores English functions between a native Chinese teacher (NCT) and Korean young learners in a Chinese classroom. The data were collected from 29 class videos, which were transcribed into 152 pages in Chinese, English, and Korean. English functions have been identified in accordance with the language functions proposed by Halliday (1975), Cook (2001), Kang (2008), and Rabbidge and Chappell (2014). In this study, the NCT focuses on motivating her Korean kindergarteners through randomized hands-on activities to practice and learn new Chinese expressions in an English instructed classroom setting. The main finding was the eight English functions used by the NCT, which are similar to the functions of using Korean to facilitate an English classroom. Meanwhile, this research has provided some positive aspects of using randomized hands-on activities in a target language-only classroom.
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