초등학교 영어 지도서에 제시된 교사의 Scaffolding 발문 유형 분석
An analysis of the types of scaffolding in the teacher`s guide for elementary school English text books.
0
조회
0
다운로드
6
인용
0
참고문헌
초록
Abstract
The purpose of this study is to investigate the scaffolding types of teachers in the teacher’s guide for elementary English text books based on the 7th National Curriculum. The investigation finds that there are some inconsistences between teacher’s roles supported in the national curriculum and the actual teacher's guide. According to the national curriculum, the teacher’s role should be that of a facilitator of interaction and a scaffolder of communication. This study reveals that the teacher scaffolding directions in the teachers guide for elementary English text books are mostly dependent on the recognition of simple facts and verification of understanding rather than as a scaffolder of interaction and communication. Through this investigation of the scaffolding in the teachers guide, it is suggested that future teacher’s guide for elementary English text books need to include teacher scaffolding types which would be more diverse in the interaction and communication between teachers and students.
참고문헌 (31)
- 교육인적자원부, "초등학교 교육과정해설(V)." (1997), 대한교과서주식회사.
- 교육인적자원부, "초등학교 영어 6학년 교사용 지도서" (2002), 대한교과서주식회사
- 김정호, "비계설정을 통한 읽기 부진아 지도 방법 연구" (2001), 한국교원대학교
- 방영경, "초등영어 수업에서 아동 간 상호 작용에 대한 연구" (2001), 인천교육대학교
- 오일화, "상호 작용적 의사소통 활동이 영어 구문의 습득에 미치는 효과" (2001), 한국교원대학교
- 이재관, "외국어 습득을 위한 학습자의 상호 작용에 관한 연구: 의미 협의를 중심으로." (2000), 한국교원대학교
- 이희주, "교사와 또래와의 상호작용에 따른 scaffolding 유형과 문제 해결력의 차이 분석." (2000), 한국교원대학교
- 최희선, "협동 학습을 위한 상호 작용 유형과 scaffolding에 관한 연구" (2002), 한국교원대학교
- A, "Negative feedback as regulation and second language learning in the zone of proximal development", pp.465~483 (1994)
- Allwright,D, "The importance of interaction in classroom language learning", 5, pp.156~171 (1984)
- Berk, L. E.,, "Scaffolding children’s learning: Vygotsky and early childhood education." (1995), National Association for the Education of Young Children.
- Bruner,J.S, "Organization of early skilled action", 44, pp.1~11 (1973)
- Ellis, "Teacher-pupil interaction in second language development Input in second language acquisition", pp.69~85 (1985), Newbury House Publishers Inc
- Ellis,R, "The study of second language acquisition" (1994), Oxford University Press
- Kewley,L, "Peer collaboration versus teacher-directed instruction: How two methodologies engage students in the learning process.", 13, pp.27~32 (1998)
- In J, "Georgetown round-table on languages and linguistics", pp.168~180 (1980), Georgetown University Press
- Krashen,S.D, "Principles and practice in second language acquisition" (1982), Pergamon Press
- Krashen,S.D, "The input hypothesis:Issues and implications" (1985), Longman
- Langer, "Reading and writing as natural language activities", pp.168~175 (1983)
- Lee, Haemoon., "Interactional modification of input in second", foreign language acquisition., 1997, ~[DOI]
- Long, "University of California" (1980), Unpublished doctoral dissertation
- Long, "A role for instruction in second language acquisition", pp.79~99 (1985), Pienemann
- McNaughton,S, "The shifting focus of maternal tutoring across different difficulty levels on a problem solving task", 8, pp.147~155 (1990)
- Mitchell, R.,, "Second language learning theories." (1998), Edward Arnold
- Pica,T, "The impact of interaction on comprehension", 21, pp.737~758 (1987)
- Portes, "Mother-child interaction across culture From intersubjectivity to regulation in the zone of proximal development Paper presented at the AERA annual meeting" (1991)
- Reid,D.K, "Scaffolding: A broad view.", 31, pp.386~400 (1998)
- Snow, C. E.,, "Talking to children: Language input and acquisition." (1997), Cambridge University Press
- Vygotsky,L.S, "Thought and language" (1962), MIT Press
- Vygotsky,L.S, "Mind in society:The development of higher psychological processes" (1978), Harvard University Press
- Wood,D, "The role of tutoring in problem solving", 17, pp.89~100 (1976)