초등영어교실에서의 학습자의 상호작용능력 및 창의성 신장을 위한 발문 전략 연구

A study on questioning strategies for improving learners’ interactional competence and creativity in primary English classrooms

The purpose of this paper is to present questioning strategies for improving learners’ interaction competence and creativity in primary English classrooms. To achieve the purpose, recent papers on questioning types were investigated and the Delphi survey targeted to questioning types was carried out. Panels of mixed English education experts (professors, researchers, elementary teachers, etc) can make judgments about questioning types appropriate to the levels of primary school through the surveys respectively. The results showed that the questioning types need to be composed of the questions of knowledge, comprehension, inference, analysis, synthesis, and evaluation. Based on the results, the framework for questioning types based on grade clusters considering form, purpose, and function was suggested in primary English classes. In the framework, questioning types (knowledge, comprehension, inference, analysis, synthesis, and evaluation, etc) and strategies were investigated through the Delphi survey and expert committee meetings. The preliminary framework of questioning types and strategies were checked by in-depth interviews with 20 teachers. It was shown that the cyclicality of the framework needs to be considered in the aspect of for improving learners’ interactional competence and creativity. The results of the survey and the interviews were fed back into revising the first draft. In this study, it was suggested that the revised framework of questioning types and strategies based on grade clusters need to be applied to improve primary learners’ interactional competence and creativity in the primary classroom.