팀티칭에서 일어나는 상호작용 분석

목차 (Table of Contents)

• The purpose of this study is to analyze whether or not the questions and tasks occurring through team-teaching interactions stimulate learners to further communication, and to use this information to design team-teaching more effectively.
• In 2006, team-teaching open classes were held, in Gyeonggi Provincial Office of Education, to improve classes by Communicative Approach and various language techniques. To achieve the suggested purpose, team-teachings from 5 middle schools were considered. Various topics and tasks were used, with analytical focus on questions and tasks.
• Native teachers'' questions were examined, and learners'' reactions to the questions were analyzed. Korean teachers'' questions were excluded because the class was mostly led by a native teacher. Also, tasks were divided into , , and , and were analyzed in order to know if they stimulated and extended the communicative interaction among learners.
• The result is as follows: First, teachers'' questions are usually asked in the introduction and consolidation step. Most questions in these steps were display questions to verify learners'' comprehension. There were little referential questions that required personal opinions and thoughts. Native teachers chiefly initiated speaking with WH-Question and Yes/No Question. Consequently, learners simply responded with a few words or Yes/No. They seldom responded with long sentences.
• Second, there was little interaction among learners in the and . Communicative interaction among learners occurred in the , which consisted of pair and group works. Most tasks in pair work were controlled to promote the learning of expressions concerning specific topics. Depending on the native teacher, tasks in group work were controlled so as to induce learners to actively use English. Accordingly, we could identify that communication among learners was extended in the .
• In conclusion, teachers'' questions should be strategically asked to encourage learners to use English. Teachers have to use display questions and referential questions adequately, with consideration of the level and the learners, to stimulate learners to further communication. Also, when teachers think of tasks, they first need to analyze the task to see if it can stimulate interaction among the learners. That is to say, they should consider if the task can stimulate learners to further communication. Finally, team-teaching plays an important role in the EFL context as native teachers provide learners with good opportunities to use English. Thus, more studies should be done to develop team-teaching methods further.