교대생들의 수업 비평문에 나타난 개념적 은유와감식어휘 사용에 관한 코퍼스 분석

Corpus-based analysis on pre-service teacher’s reflections and educational critiques of elementary school English classes - focused on the use of conceptual metaphor and appraisal words

The purpose of this study is to investigate how the conceptual metaphor affects the structure and content of educational critiques written by 3rd year pre-service teachers. In addition, utilizing appraisal words similarities and differences are compared between reflective observation papers and educational critiques written by 2nd year and 3rd year pre-service teachers. A corpus-based analysis of their text was completed. While educational critiques offer fresh ideas or ways of understanding English classes as a result of utilizing the conceptual metaphor, concordancing lines focused on the use of appraisal words between reflective observation papers and educational critiques tend to be the same except for the use of word ‘think’. In educational critiques, ‘think’ is used as evidentiality and works as an evidential marker. Through the reflection process and describing, interpreting, and evaluating English classes, the attitudes that emerged resemble the feeling, ‘rightness of fit’. The results indicate that pre-service teachers’ focus and attention on elementary school English classes are mostly about teaching strategies, including organizing practices and activities in addition to teacher’s creative and effective use of materials. In conclusion, the results of analysis suggest that having pre-service teachers write reflective observation papers and educational critiques contributes to the development of experiential knowledge in teaching as a professional practice.