한국어 수업 담화 분석을 통한 교사의 문법 용어 사용 사례 연구
A Case Study on Teachers' Use of Grammar Terms in the Korean Language Class.
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This paper examines how Korean language teachers determine the use of grammar terms in their class, analyzing teachers' class discourse about 10 hours and one focus-group interview data among them for two hours. The results indicate that even teachers consider the use of grammar terms in the Korean language class should not be suggested mostly, but they actually use them in various ways in detailed class scenes. Analyzing the interview data, this paper suggests that teachers make a pedagogical decision, examining learners' proficient level, institution's teaching policy, textbook's features, learners' learning track, class characteristics, and also their own teaching experiences and academic orientation as a teacher. These factors mutually interplay and eventually influence their pedagogical decision about the use of grammar terms in classes. As a result, the use of grammar terms by teachers appear to be far more complicated and dynamic than expected, and their explicit thought about the use of grammar terms do not often seem to correspond with their actual practices. Thus, this paper suggests that teachers should consider themselves as a teacher, that is, ‘an independent decision-maker' with specialty and experiences.
Abstract
This paper examines how Korean language teachers determine the use of grammar terms in their class, analyzing teachers' class discourse about 10 hours and one focus-group interview data among them for two hours. The results indicate that even teachers consider the use of grammar terms in the Korean language class should not be suggested mostly, but they actually use them in various ways in detailed class scenes. Analyzing the interview data, this paper suggests that teachers make a pedagogical decision, examining learners' proficient level, institution's teaching policy, textbook's features, learners' learning track, class characteristics, and also their own teaching experiences and academic orientation as a teacher. These factors mutually interplay and eventually influence their pedagogical decision about the use of grammar terms in classes. As a result, the use of grammar terms by teachers appear to be far more complicated and dynamic than expected, and their explicit thought about the use of grammar terms do not often seem to correspond with their actual practices. Thus, this paper suggests that teachers should consider themselves as a teacher, that is, ‘an independent decision-maker' with specialty and experiences.
참고문헌 (22)
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