초등학교 영어 협동수업에 나타난 내국인과 원어민 교사의 발화 및 상호작용 연구

A study on discourse and interactions in team teaching conducted by the domestic Korean teachers and the English-speaking native teachers in elementary English classes

Team teaching by the domestic Korean English teachers (KTs) and English-speaking native teachers (NTs) is gradually prevalent in Korean elementary schools The purpose fo this study is to analyze discourse and interactions among KTs, NTs, and students in two different types of team teaching, mainly led by KTs and NTs respectively The subjects were 5th grade students from two selected classes of two different cities in Gyeonggi-do The talks of the KTs, NTs, and students in the two different types of team teaching classes were videotaped and transcribed for the analysis Some examples of the findings of the study are as follows First, the NTs tended to show diverse language patterns such as giving compared to the KTs who tended to focus on giving directions This reflects that the NTs are supposed to provide students with various types of English input Second, the discourse of the KTs was relatively constant in their language use regardless of the types of team teaching while NTs showed much more difference depending on types of team teaching Third, interactions between the KTs and the NTs were rarely found in both types of team teaching, but intentional efforts to interact each other are encouraged to be made in order to motivate students to communicate following teachers as their role models Finally, concerning teacher-student interactions, turn taking took place as the teachers asked questions or gave directions differently depending on whether the team teaching was led by the KTs of the NTs In teaching instruction led by the NTs, more interactions occurred as they corrected the mistakes of students Based on the findings of the study, some suggestions are made about how to boost team teaching more effectively