국어 학습자의 인지적 사고력에 초점을 둔 교수 담화 연구

Research of the Teacher Talk Focused on the Korean Learners Cognitive thinking

The purpose of this research is to observe and to analyze how the teacher talk affects the Korean learners cognitive thinking, and then to figure out what kinds of teachers initiations are effective to improve the Korean learners thinking power from the analysis of the relationship between the teacher talk and the learners cognition. Most studies of Korean teaching and learning have had its focus on the quantitative research with the deductive approaches so far. However, this researched on Korean teaching method inductively based on the practical cases occurring in the classroom in order to surmount the limitation of the quantitative research. First, this study observed directly the teacher talk in the real classroom and then analyzed the influence of initiations that the teachers make in various ways at the different levels on the learners cognitive thinking power. Through the analysis of the real talk that the teachers give in the classroom, this research attempted to find out what is the best way to develop and to improve the learners cognitive thinking power. The losses in objectivity of this research could be controversial because of the standardization of the cases taken as examples and the researchers subjective point of view. However, beyond the limitation previous studying, the endeavor to look upon the teaching methods in diverse considerations and the practicality to connect those observations to the practical classes would make this study valuable. Since every Korean lesson has its own specialty in each part, also as the contents and learning goals of the lesson are different every time, and as every learner is in a different level and has a different knowledge background, it would be very difficult to apply the developed patterns of teacher talk to all Korean lesson uniformly. The only thing this research suggests here is a generally useable teacher talk for the teacher to administrate each lesson unit efficiently to induce the learners to think cognitively. Though this research could not offer the general construction of the teachers initiation, the clear thing is that this tried to research the teachers initiation correlated with the learners thinking power, and hope this subject to be studied further in diverse aspects. The specialty of teaching would be more improved if more researchers have chances to study of the initiation that teachers make profoundly and in various views.