도입부 수업대화의 분석적 연구

An Analytic Study on introductive Conversations in the Classroom

The purpose of this Study is to find the aspects of communication in the classroom through analysis on linguistic interaction of introductory conversations between teacher and students. I divided the part of introductive conversations into a general process of class, the function of language, the analysis on conversation, and so on, then I interpreted their meanings. First, I classified the proceeded aspects of introductory conversations into greeting each other, reviewing things that students learned before, checking the state of preparation for the lesson, motivating students to participate in the class work actively, and showing the object of study. There was 'Showing the Object of Study' in every class, but the other process was often omitted. In general, a teacher asks students, and then students answer to the question in the classroom. This was the difference between conversations in the classroom and general conversations that most of attendees participated in on an equal footing. The second, I investigated the function of language and the structure of sentences, and I classified them into the function of transmitting information, ordering, expression, and showing intimacy The function of ordering that a teacher had students read or present something in most cases was used in class. The next function used much in the classroom was the function of expression and showing intimacy in order to explain contents to students or make the students understand those, to generate active attendance and pleasure, to make them remind something that the teacher spoke or taught and to emphasize something. Interrogative and imperative sentences in the view of the structure of sentences were mainly used. Conversations in the classroom had specialties that were colloquial and literary simultaneously. I found the sign of changing a subject much when a teacher proceeded the next step in class. The last, I classified introductive conversations in the view of analysis on conversation into Act, Move, Exchange, Topic and so on. Frequency of Act with teacher was Motivating, Ordering and Informing in order, but Act with students were mainly response. Because teacher first asked pupils a question in introductive conversations in most occasions and then the pupils responded to the question, Starting Move was found to teacher, and Responding Move was mostly found to Pupils. Teacher's ordering, motivating, confirming, restarting, and summing in the aspects of Exchange was found in most cases but the aspects were often a little different. When I summed up the three aspects above mentioned, the process of class and the aspects of analysis on conversations were similar. When I investigated the aspects of the function of language and procedure in class, the aspects of the function of language in the process of class were almost similar. I also found Act depending on the function of language was nearly similar. I tried to reveal the shape of introductive conversations in real Korean language class and analyze using language between teacher and students. I also tried to reveal the function and structure of which language was used in class, then analyze conversations through the revealed function and structure and describe that. I expect that this study would help teachers to understand the linguistic aspects of conversations in class that teachers couldn't correctly understand before, objectively and systematically, especially about introductive conversations, although teachers always do in the classroom.