몰입식 영어캠프에서의 교사와 학생들과의 상호작용에 관한 연구

A study on the interaction between the teacher and the students in an English immersion camp classroom: Focusing on the teacher’s feedback

The purpose of this study is to examine the interaction between a native English teacher and Korean students in an English immersion camp. The discourses between the subjects were analyzed with focus on the types of teacher's feedback. Interaction patterns in an English immersion camp class were analyzed in the pattern of IRF sequence. This study was conducted with one native English teacher and seventeen elementary school students who were in the third grade. The interaction between the teacher and the students were observed, videotaped, and recorded. Field notes were also taken. All the recorded videos and audio materials were transcribed. The transcribed teacher's feedbacks and students’ responses were analyzed in terms of explicit correction, recast, elicitation, repetition, praising, paralinguistic clue and clarification request. The results of this study show that the most frequent teacher's feedback pattern was praising and the least was paralinguistic clue. Despite it being the most frequent feedback from teachers, praising scored the highest rate of students’ 'no-uptake'. The reason that they were more interested in teacher's paralinguistic clue was that they were elementary school learners. This indicates that paralinguistic clues are the most effective feedback for elementary school students. In order toincrease the students' utterances, the teacher must try to encourage students to interact and also give students more time to speak out in the English camp immersion classes. Also, the teacher should try to include more group works and pair works in the lesson to enhance interaction between them.