국어교사의 수업대화에 나타난 경험적 대기능 분석 연구 - EBS 교과서 강의에 나타난 과정 유형을 중심으로 -
An Analysis of Experiential Metafunction in Korean Language Teachers' Instructional Talk - Focusing on Process Types in EBS Textbook Lectures
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참고문헌
키워드
초록
In this study, we applied the transitivity system of SFL to analyze the genre-specific characteristics of Korean language instructional talk and to explain process type patterns observed in classroom discourse. We analyzed six EBS textbook lectures(327 minutes, 5,595 clauses). The lectures, covering grammar, literature, and reading, were sampled to investigate process type variations across instructional areas. Considering the characteristics of instructional talk, participant roles were categorized into 'teacher,' 'student,' 'teacher-student,' and 'content'. The analysis revealed that working, cognitive, and saying processes were the most frequent. Teachers primarily led classroom activities and delivered content through saying processes, while teacher-centered explanations and demonstrations were realized through working and cognitive processes, reflecting the non-face-to-face, one-way instructional format with limited student interaction. Students primarily engaged in cognitive processes, playing a role in concept comprehension and verification, with process type variations across instructional areas. Content exhibited distinct process distributions: identified, attributive, and existence processes were prominent in grammar, while working and saying processes were more frequent in literature and reading.
Abstract
In this study, we applied the transitivity system of SFL to analyze the genre-specific characteristics of Korean language instructional talk and to explain process type patterns observed in classroom discourse. We analyzed six EBS textbook lectures(327 minutes, 5,595 clauses). The lectures, covering grammar, literature, and reading, were sampled to investigate process type variations across instructional areas. Considering the characteristics of instructional talk, participant roles were categorized into 'teacher,' 'student,' 'teacher-student,' and 'content'. The analysis revealed that working, cognitive, and saying processes were the most frequent. Teachers primarily led classroom activities and delivered content through saying processes, while teacher-centered explanations and demonstrations were realized through working and cognitive processes, reflecting the non-face-to-face, one-way instructional format with limited student interaction. Students primarily engaged in cognitive processes, playing a role in concept comprehension and verification, with process type variations across instructional areas. Content exhibited distinct process distributions: identified, attributive, and existence processes were prominent in grammar, while working and saying processes were more frequent in literature and reading.