초등영어 지도서의 교사 발화 분석

An analysis of teacher talk in the elementary English teachers’guide based on key competencies of the 2015 revised English national curriculum

The purpose of this study was to investigate the teacher talk in the elementary English teachers’ guide based on four key competencies (English communicative competence, self-managing competence, community competence, knowledgeinformation competence) of the 2015 revised elementary English national curriculum. For this, one lesson from each of the three 4th grade teachers’guides that has the same communicative functions was selected. The initiation part of the teacher talk (question, command, explanation) was analysed in terms of the key competencies it promotes as well as its type and function. The results of the analysis were as follows: first, more than half of the initiation part of the teacher talk were commands, about one third were questions, and one seventh were explanations. Second, the majority of commands and explanations were procedural. As for the questions, most of them were wh-questions in their form, display questions in their purpose, and text-based in their content. Finally, the teacher talk was not only to promote the students’English communicative competence, but also other key competences such as self-managing competence, community competence, and knowledge-information competence, though these cases were not observed frequently. Based on these results, several suggestions were made to