원어민과 한국인의 초등 영어 수업에서 교사와 학습자의 발화 사례 연구

A case study of teacher talks and learner talks in an elementary classroom taught by a native English teacher and a Korean teacher of English

This study compares teacher talks and learner talks taught by a native English teacher with those taught by a Korean teacher of English in an elementary classroom. A male native English teacher and one female Korean conversation instructor of English participated in this study. Their classes were audio-taped and video-recorded. The transcribed data were analyzed in terms of turns, number of words used, learner responses, teacher-initiated vs student-initiated interactions, types of questions, interaction structures, meaning negotiation, and approaches to teaching grammar. The Korean teacher of English used English during 43.6% of classes and uttered twice as much as the native English teacher including both Korean and English. The native English teacher showed better results than the Korean teacher of English in the followings: The first took 67% of the whole English utterances whereas the latter took 88%; the learners in the first class uttered more words, phrases, sentences, yes/no than those in the latter class except spellings; The first used much more referential questions whereas the latter used more display questions; The first took more IRF interactional structures whereas the latter took more IRE structures; Meaning negotiation occurred in the first class whereas there was none in the latter; The first took implicit approach in teaching grammar whereas the latter took explicit approach. The study indicates that English teachers should reduce the amount of teacher talk and encourage students to participate in interactions. Also, they should be aware of how the third follow-up moves work and try to elicit utterances from their students. Furthermore, teachers should learn how to convert personalized questions into display questions. Asking students to translate from Korean into English or vice versa should be avoided because it prevents their students from actively participating in interactions or being exposed to various kinds of language use.