수업언어에서 피드백 발언의 학습 공간과 휴지부 작용력
The Learning Space of Teacher Feedback and the effect of Pauses in Classroom Language
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초록
3발언 연결체 IRF에서 교사 피드백 발언에 의한 학습 공간을 설명하고 교사 발언에서 휴지부 출현에 의한 작용력을 설명하는 것이 이 글의 목적이다. 세부 논제를 두 가지 취급한다. (1) 첫 번째 논제는, 교사가 발언하는 피드백은 그 내적 배열에 있어 학습 공간을 어떤 모습으로 구성하는지 알아보고 피드백 발언에 의해 얻을 수 있는 상호작용에 관해 토의한다. 취급한 수업 자료의 분석에서, 피드백의 공간 배열을 [승인 표지어]부터 [더 질문하기] 혹은 [다음 행위 지정]까지 특정했고 이런 패턴의 기능적 사용에 따라 피드백의 학습 공간을 배열할 수 있다. (2) 두 번째 논제는, 교사 발언에서 휴지부 출현은 수업 상호작용의 측면에서 어떤 작용력을 드러내는지 관찰하고 설명한다. 휴지부의 출현은 호흡 틈새뿐 아니라 기다리는 대기 시간으로 작용함을 구별해서 설명하였고, 교사와 학생 사이 발언차례-내부 혹은 발언차례-사이를 구분해서 휴지부 작용력을 파악하였다. 수업의 상호작용적 장면을 보여주는 데 있어 휴지부 출현은 유의미한 언어적 특질이라는 점을 밝혀내려는 시도이다.
Abstract
This study aimed to show how the space for learning in classroom proceeds through the internal array of teacher feedback within the three-turn initiation-response-feedback (IRF) sequence. The observed data was extracted from actual classrooms in Korean primary schools and high schools. The observations are given to characterizing how the feedback of the third turn position contributes to the continuous proceeding of three-turn sequence in classroom language. Specifically, we focused on the following two issues. First, based on the classroom data, we describe and analyze what is to be done through the teacher’s feedback turn. We come to highlight the ways in which teacher feedback is so explicated or so brief, and draw an estimation about how the construct of a series of feedback pattern keeps company with the interactional competence of feedback. In order to make the issue empirically concrete, the spatial array of several feedback exchanges has been characterized in terms of the sequential pattern ranging from [acceptance] to [questioning more] or [announcing next act]. Second, concerning the role of pauses in classroom language, what is conveyed by a pause is also a good instance of learning space. Based on these findings, two types of pauses are taken to present in terms of conversational turn-taking, being either within-turn or between-turns. It is also discussed that pauses are versatile in their interactional competence. Moreover, the occurrence of a pause may show a very signal of wait time, or a signal of the selection of the speaker. In this regard, the pause interval is shown to be a significant feature of classroom interactional competence. By addressing these issues, we gained a better understanding about the three-turn IRF sequence, not only as a space for learning but also as a space for interaction.
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