예비 한국어 교사의 교사 발화 분석

The Analysis of Pre-service Korean language teachers’ utterance: focusing on simulated grammar lessons

This paper attempt to analyse pre-service Korean teacher’s utterance. For this purpose, I used classroom conversation structure analysis methodology and the eliciting involvement theory presented by Baek(2011 a). Research results show that pre-service Korean language teachers fail to managing classroom discourse due to several factors. The first factor is ‘a failure to control language strategy’. The analysis indicates that misuse of language, presenting difficult vocabularies can be related to failing to control the quantity of information. The second factor is ‘a failure to set a familiar topic’. The third factor is ‘an inappropriate manner of topic development’. The fourth factor is ‘an inappropriately constructing phases of a lesson’. These factors hinder students from engaging in a pedagogical theme. The results of this study could assist pre-service Korean language teachers in understanding how to the effectively structure classroom conversation. It could also contribute to developing programs aimed at pre-service teacher training.