예비교사와 현장교사의 초등영어수업에서 교사와 학생의 발화 비교

A comparison of teacher talks and student talks in pre-service and in-service elementary English teachers’ classes

The purpose of this study is to compare and analyze teacher talks and student talks in elementary English classes taught by pre-service teachers and in-service elementary English teachers. For the study, four English classes were video-recorded and transcribed. The transcribed data were analyzed in terms of turns, number of words used, and teacher’s question types. The result of the study indicates that the number of students’ turns in in-service English teachers’ classes is two times as many as those of pre-service English teachers’. Thus pre-service teachers should reduce the amount of teacher talk and encourage students’ participation and interaction thus produce more students’ talks. Also, they should be aware of what to do after the communicative work is conducted in small groups in order to elicit more meaningful utterances from their students. For this, pre-service teachers should learn how to convert display questions into personalized questions. Based on the results of the study, pedagogical implications are suggested.