COLT 수업관찰 분석법을 활용한 초등영어 자기수업 반성
Self-reflection on an Elementary English Class Using COLT Observation Scheme
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This study is a self-reflection of an elementary English class using the Communication Oriented Language Teaching (COLT) scheme and its analysis. For this study, one of the fifth grade elementary school English classes about asking and answering daily schedule taught by the primary researcher is selected and recorded. The teaching video is observed and analyzed by using the COLT class observation categories including the content of communication, modalities of students and the sustained speech, form restriction, etc. The findings are following. The class contains high ratio of on task activities, use of target language, students’ unpredictable utterances, genuine requests and expansion of utterances. The result of this study revealed that the class can have a positive impact on elementary school students to improve their English communicative competences. However, it includes such critical reflection that the class needs to lower teacher control of contents and language forms, and to diversify the situations using the same communicative function since it shows a high ratio of teacher’s content control, form restrictions and narrow range of situations. To compensate the critical underside of the current reflection in follow-up lessons, it requires to incorporate more open and student-centered activities such as interviews, role-plays, projects, discussions and group activities.
Abstract
This study is a self-reflection of an elementary English class using the Communication Oriented Language Teaching (COLT) scheme and its analysis. For this study, one of the fifth grade elementary school English classes about asking and answering daily schedule taught by the primary researcher is selected and recorded. The teaching video is observed and analyzed by using the COLT class observation categories including the content of communication, modalities of students and the sustained speech, form restriction, etc. The findings are following. The class contains high ratio of on task activities, use of target language, students’ unpredictable utterances, genuine requests and expansion of utterances. The result of this study revealed that the class can have a positive impact on elementary school students to improve their English communicative competences. However, it includes such critical reflection that the class needs to lower teacher control of contents and language forms, and to diversify the situations using the same communicative function since it shows a high ratio of teacher’s content control, form restrictions and narrow range of situations. To compensate the critical underside of the current reflection in follow-up lessons, it requires to incorporate more open and student-centered activities such as interviews, role-plays, projects, discussions and group activities.
참고문헌 (19)
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