초등영어 전담교사 교실영어 분석

An Analysis of Teacher Talk in Primary EFL Classrooms

The purpose of this study is to analyze the function of teacher talk in primary EFL classrooms, know whether or not the teachers's Question and feedback give students opportunities for communication. The subjects were 2 elementary school teachers and 2 sixth grade classes. This study included the data from two interviews, nineteen times of class observation, filed notes, and questionnaires. Teachers preceeded. their classes for enhancing communiction ability. It is, however, not easy to witness for students to make spontaneous production in English in class which is teacher-oriented. The results showed that most of teachers' talks were display questions, direction and evaluative feedback. So there were few chances for students to interact with their teacher. Students reacted on teacher's Questions and directons or made compulsory production such as repetitions and other skills by the teacher. This was based on the teachers' conscious attitude that learning by repetition still plays an important role in the class. The teacher should make students have chances to negotiate meaningfully by using various question techniques, providing discoursal feedback and making them re-produce utterances. The teachcr should also play a role of the assistant while making use of students' process competence and providing opportunities for meaningful negotiation. The teacher should perceive the importance of lesson step and have a unique lesson step which was formed by teacher's belief.