Teacher Talk as Strategies in the Classroom

Shim, Jae-Hwang(심재황) 중앙대학교 한국교육문제연구소 2007 한국교육문제연구 Vol.25 No.1

이 연구의 목적은 실제학습이 이루어지고 있는 교실에서 교사와 학습자사이의 의사소통형태와 교사말에 대한 학습자의 반응을 살펴보는 것이다. 연구조사에 있어서 연구자는 서울에 소재하고 있는 중학교를 대상으로 하여 실험자료를 수집하였다. 남성과 여성 각 두 명의 담당교사가 2005년 6월 중순부터 2주 동안 영어수업을 진행하였다. 두 명의 교사에 의한 각 학급의 수업내용은 시각적인 자료 없이 카세트테이프에 녹음되었다. 이것은 단순히 수업진행 상황만을 녹음하였음을 의미하며 시각적인 비디오테이프나 면담 등의 방식은 활용하지 않았음을 의미한다. 또한 교사나 학습자들의 불안감이나 부담감을 배제한 자연스런 교실학습상황을 그대로 자료화 하려는 의도이다. 연구자료의 분류 결과로서 교사중심적인 학습환경에서 교사의 발화는 모든 의사소통의 방식에서 상당히 두드러진 반면 학습자의 반응이나 그 속성은 대체로 매우 저조했다. 이 결과를 근거로 하여 연구자는 교사발화를 더욱 세분화하여 연구하여 교사말이 학습진행 중에 학습자의 학습이해 외국어이해도에 영향을 미치는 것을 살펴보았다. Brown(2001)은 교사발화가 학습자에게 직접 간접적으로 영향을 주고 있음을 밝히고 있는데, 이러한 이론을 바탕으로 하여 교실에서의 교사말이 좀더 자세히 연구할 필요가 있다. 즉 학습내용이나 교사의 학습방식에 상관없이 학습자들은 적극적으로 반응하기가 기대되고 있으나 교실에서 영어로 의사교류를 하는 것에 대한 효과는 다소 부정적이다. 교사말에 대한 학생들의 학습참여도, 즉 학습자 반응은 소극적이며 EFL 학습상황에서의 다른 변이요소도 이러한 결과를 초래하고 있다. 그 결과로서 학습자들의 적극적인 반응을 유도하고 효과적인 외국어 학습의 동기를 부여하기 위하여 교사의 학습전략이 요구된다. The purpose of this study is to identify the interaction patterns between teacher and students and teacher skills in the real classroom lesson. The data in this research identify the patterns of teacher talk in eliciting, questions, and giving feedback to students during the class. The data were collected from the middle school classrooms in Seoul. Two teachers, one female and one male, led the 2nd grade middle school English classes for two weeks. The classroom interactions between teacher and students in the two classrooms were recorded on cassette recording tapes without any visual supports. The 16 class recordings for two weeks were transcribed by means of transcription symbols and analyzed based on the taxonomy of foreign language interaction analysis system. The results show that teacher utterances are quite dominant in every pattern of tasks during the class, while student responses or other attributes are relatively low in volume in a teacher-focused classroom. The analysis also shows that elicitation, response, and feedback are used systematically by teacher, and students are part of the structure of classroom discourse activities. The pattern, however, can be changed depending on the teacher intention or the periods of lesson that students learn.

대학수학능력시험 영어 음성문항에 나타난 요청 전략 분석

심재황(Jaehwang Shim),김주연(Jooyun Kim) 한국영미어문학회 2017 영미어문학 Vol.- No.125

This study investigates the various types of request strategies for head acts and the request variables of social status, familiarity, and perspectives by analyzing 8 years (2010-2017) of Korean College Scholastic Ability Test (KCSAT). The data for speech acts on request were selected from the scripts comprising of listening and speaking items. The sound items were 141 in total and the request situations were 260. In 9 types of head acts, the most frequent strategies were ‘mood derivable’ in the direct level, ‘suggestory formula’ and ‘query preparatory’ in the conventionally indirect level. The least used strategies were ‘performative’, ‘hedged performative’, and ‘want statement’ in the direct level. In the social status, the speaker-hearer equal status was dominant each year, and the second strategy was hearer-dominant status. In social familarity, the intimate relationship between a speaker and a hearer(+SH) was more dominant than the other strategy(-SH). In perspective, the hearer-oriented was the highest, and the followings were the speaker-hearer oriented, the speaker-oriented, and impersonal strategy. The results show that the test items for the secondary learners of English were somewhat different from other analysis of textbooks or DCT items.

A Study of English Learning Motivation for Korean High School Student in a New Town

심재황 ( Jae Hwang Shim ),김주연 ( Joo Yun Kim ),박희석 ( Hee Seok Park ) 21세기영어영문학회 2012 영어영문학21 Vol.25 No.4

The purpose of this study is to identify the relationship between English learning motivation and gender for high school students. The 163 students at S High School in Gyunggi-do participated in this study. The students completed the questionnaires: 14 items of English learning motivation and proficiency and interest in English. As shown other studies of university students, high school students relied on more instrumental motivation than integrative one. In the instrumental motivation, they tend to concern with practical purposes such as their future job, good grade, entrance of university, and so on. In the integrative motivations, they tend to be motivated in the items such as listening and speaking in English, and knowing various culture and people. Some factors have correlations depending on items and types of motivations. First, gender does not have any correlation to other three factors such as grade, English proficiency, and English interest. However, grade is significantly correlated to English proficiency, and English proficiency is significantly correlated to English interest. Second, two types of motivation correlate each other. Third, students`` grade indicates correlation to instrumental motivation. Fourth, English proficiency correlates to the instrumental and integrative motivation. Fifth, English interest correlates to two types of motivation. The results imply that the more interest in English students are, the more motivation they have in learning English.

스크린 영어 학습 자료에 대한 학습자 선호도 연구

심재황(Jaehwang Shim),김주연(Jooyun Kim) 한국산학기술학회 2020 한국산학기술학회논문지 Vol.21 No.3

본 논문은 영어를 외국어로 학습하는 한국 대학생 124명을 대상으로 하며, 애니메이션을 이용한 영어 학습에 대한 선호도를 학습자 변인 별로 차이가 있는지를 알아보았다. 즉 학습자의 흥미도를 고려한 애니메이션을 선정하여 학습을 진행한 후에 학습 전, 학습 중, 학습 후의 학습 활동 선호도를 학습자의 성별과 영상 학습 관심 정도와 비교하였다. 또한 학습자의 흥미 정도와 각 문항들과의 관계를 분석하였다. 연구 분석의 결과를 보면, 학습자의 성별에 따라서 수업활동에서 유의미한 차이를 보이고 있다. 전체적으로 여학생의 영상 학습 활동이 높게 나타나고 있다. 학습자들의 영상수업에 대한 선호도에 따른 비교에서 하위 그룹 학습자들은 대체로 수업 전 활동에서 높은 비율을 보이고 있으며, 상위그룹은 수업 중과 수업 후 활동에 비중을 보이고 있다. 학습 활동 문항과 각 그룹 간의 상관관계에서 단어 추론, 내용토론, 그리고 단어 복습 문항에서 각 그룹들 간의 유의미한 차이를 보이고 있다. 이 연구의 결과를 볼 때, 애니메이션 영어 학습에서 학습자의 성향을 고려할 필요가 있다. 또한 애니메이션 영어 학습을 위한 학습 자료의 개발과 운영에 있어서 이러한 학습자 요인에 대한 결과를 적용할 필요가 있다. The purpose of this study is to investigate the difference of learners" preference for animation movies in EFL English classes. In this study, four classes of 124 college students that participated in the English screen class employed an animation, Alice in Wonderland. This study examined the different activities of three categories of pre-study, while-study, and post-study. First, on the analysis of studying activities of 15 items, the results showed meaningful differences depending on the students" gender. That is, female students were more interested in mostly all of the activities, while male students" interests were skewed to some post-study activities. Second, comparing the differences of studying interest among the three groups, the low group is more concerned with the pre-study activities, while the higher group is generally interested in the while studying and post-study activities. Third, on the analysis of correlation between the three level groups and activities, the results indicated meaningful differences in some activities. In summary, based on the results of this research, it is necessary to consider the learners" variables and focus on the learners in the English screen class. Further, teachers should apply these results to the management of their screen class and to the development of teaching materials.

Apology Strategies for Junior College Learners of English: Perceptions and Syntactic Patterns

심재황 ( Jae Hwang Shim ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.4

This study investigates the understanding or degree of apology strategies for junior college learners of English in different situations. 132 junior college students who studied English Conversation course responded to the apology questionnaires of ten items. First, the self-assessment questionnaire (SAQ) which was modified from the previous study displayed students` perception of apology responses. The SAQ test showed the dependent variables in six items: closeness, social distance, seriousness, need of apology, likeness accepting apology, gaining or losing face. The items 1 and 2 indicate that the participants feel strong closeness between the interlocutors, and their social distances are close regardless of different apology situations. In items 3 to 6, all apology situations are somewhat serious regardless of strong or weak degree of apology. The possibility is relatively high in likeness of accepting apology for a speaker, and the interlocutors feel gaining or losing face after exchanging of telling mistakes in all apology situations. Second, In the DCT items, there are five types of syntactic pattern that are mostly dominated for the use of apology in five situations: "S+V+C," "intensifiers," "infinitive," "for phrase," "that clause."

베트남 한국어 학습자의 요청 주행위(Head Act) 사용 유형 : 중급단계 학습자를 중심으로

심재황(Shim Jaehwang),김주연(Kim Jooyun) 한국문화융합학회 2021 문화와 융합 Vol.43 No.3

This study is to investigate the head acts strategy in the request of Vietnamese students studying Korean at a language center of a Korean university. Eight DCT items on request situations were provided for 101 students, and they wrote the appropriate answers in Korean. The answers were analyzed using guidelines for 10 types of head act strategies of Korean expression and 4 types of social distance or status difference. First, in speaker dominant situations, the most preferred strategies were instruction and suggestion. Second, in speaker and hearer equal situations, the most preferred strategies were instruction and capability. Third, in hearer dominant situations, the students used permission followed by performative and hint. Fourth, in the strange relationship between speaker and hearer, an asking strategy was the main expression. On the other hand, the students rarely used obligation, want, and intention in all situations. This study showed that Vietnamese students used different strategies in Korean language depending on the social distance. These results can be applied to the Korean language education for non-native speakers. 본 연구는 한국 대학교 어학센터에서 한국어를 학습하는 베트남 학생들을 대상으로 한국어의요청화행 중에서 주행위(head acts) 전략을 조사하였다. 전체 101명의 학습자들은 8개의 요청상황으로 구성된 DCT 문항을 제시받고 답변을 한국어로 작성하였다. 수집된 답변은 10가지 한국요청 주행위 분류 방식과 4가지 사회적 변인에 따라서 분석되었으며, 그 결과는 다음과 같다. 첫째, 화자 우위 상황에서 가장 선호되는 전략은 지시와 제안이었다. 둘째, 화자-청자 동일한상황에서 가장 선호되는 전략은 지시와 가능성이었다. 셋째, 청자 우위 상황에서 학생들은 허가전략의 사용이 가장 크며, 그 다음으로 수행과 암시 전략을 사용하고 있다. 넷째, 화자-청자 애매한 상황에서 요청 전략이 주요하게 사용되고 있다. 반면에 모든 상황에서 의무, 소망, 의도 전략은거의 사용하지 않았다. 이 연구는 베트남 학생들이 한국어에서 사회적 거리에 따라서 각각 다른전략을 사용하고 있음을 보여 주었다. 이 연구의 결과는 한국어를 외국어로 학습하는 상황에서한국어 교육에 적용될 수 있다고 본다.

요청화행에서의 환기소(alerter) 유형 분석 : 고등학교 영어교과서를 중심으로

심재황 ( Jae Hwang Shim ) 21세기영어영문학회 2009 영어영문학21 Vol.22 No.2

한국 대학생들의 영어 사과 표현에 대한 인식과 전략

심재황(Jaehwang Shim) 한국영미어문학회 2012 영미어문학 Vol.- No.105

This study investigates the degree of perception and the use of strategies on apology in ten different situations. After studying the speech act of apology for one semester, the self-assessment questionnaire (SAQ) was practiced for 78 participants to find the degree of perception. The closed role play was also conducted for 36 participants to find the strategies. First, the six categories of perception were provided for each situation. In the closeness, the speakers show different degree of perception depending on the situations. In the social dominance, the factor depends on hearer’s age. In the seriousness, it depends on the intimacy between a speaker and a hearer. In the need of apology, it is influenced by situations regardless of intimacy. In the likeliness of apology, a speaker shows an affirmative response to apology. In the speaker’s face-loss, the degree of damage is closely related to the seriousness of his/her behavior. Second, the same ten situations as the SAQ were provided to analyze five types of strategy. In the IFID, the participants speak the usual expressions of apology and use the strategy most in all situations. In REPR, it is used as the second most frequent strategy for an off of repair. It does not show meaningful difference between gender. In EXPL, nearly half of the participants use the strategy as their explanation or excuse. In RESP, the participants feel difficulty or burden in speaking their responsibility of behavior. In FORB, the participants use it least for a promise of forbearance.

A Study of Supportive Moves on Request for Korean EFL Students

심재황 ( Jae Hwang Shim ),김덕영 ( Duk Young Kim ) 21세기영어영문학회 2008 영어영문학21 Vol.21 No.1

한국 전문대 학생들의 영어 자기학습 전략

심재황(Jaehwang Shim) 한국영미어문학회 2014 영미어문학 Vol.- No.112

The purpose of this study is to identify the relationship between self-help English learning and its factors (e. g. gender) based on the students' respondence. The participants of this study were 146 college learners of English who study English as a liberal arts course at K college in Gyunggi-do. A questionnaire of 26 items was presented about studying strategies, and it was constructed with two parts, during-class and after-class strategies. The findings of this study were as follows: First, the study showed that respondents'concerning to the during class is related to four skills of listening, speaking, reading, and writing. Second, the results indicated that the gender difference affects the concentration of the class. Third, there are some statistical significances between students' concentration in the class and studying strategies such listening, speaking, reading, and writing. On the other hand, each factor of studying strategies during class did not show any significant correlation. Finally, in after class strategies, the strategy of reviewing the class showed the correlation with that of asking to a professor, and the strategy of studying reference materials showed the correlation to that of asking to a friend.