중학교 영어 수업 형태별 교사발화 책략 분석 = (An) Analysis of Teacher Talk Strategies in Korean Middle School English Classes

다국어 초록 (Multilingual Abstract)

Since the 1995 implementation of the English Program in Korea(EPIK), three common types of middle school English classes could be distinguished by the teacher namely: the native English teacher(NET), the Korean English teacher(KET) and the combined native/Korean teaching team or co-teachers(COT). For the purpose of this study, 15 videotaped English classes were reviewed and the subsequent data were organized into three categories: discourse strategy, question strategy and motivation orientation of language teaching(MOLT) strategy. Utilizing a comparative analysis approach to study the use of teacher talk strategies in each of the three types of classes, the purpose of this study is to investigate: 1) whether there were any significant differences in the differing teacher talk strategies among the identified three common class types and, 2) whether there existed any significant relationships among these strategies within a given class type. The findings of this study are as follows:
Firstly, in each type of class, the discourse strategy subcategories of describing activity procedure and command were most frequently utilized. Of significance, is the more frequent use of the subcategories of socializing and borrowing the mother tongue in the COT class, which is expected given the nature of this type of teaching.
Secondly, within the question strategy, the knowledge question type which is used to elicit learned responses was most frequently used in all three types of class. However, it was utilized most frequently in COT followed by NET and KET, respectively. Overall, there was no significant difference noted in any of the seven identified question strategies.
Thirdly, in each of the class types, MOLT strategies were present with NET most notably followed by COT and KET. Within the MOLT subcategory of teacher discourse, scaffolding was the most frequently used strategy by all teachers. The most significant difference among the classes was the frequency of use in NET of teacher discourse which includes social chat and promoting integrative/instrumental values as well as the aforementioned scaffolding.
Finally, each class type exhibited strong relationships between the subcategories of the differing teacher talk strategies. Particularly in the NET class, more subcategories within each strategy showed a positive relation with one or the other two strategies. This finding suggests the affect of a given strategy on the other two.
The results of this study contribute to dispelling the widely held belief that the NET class is a superior or more interactive class as compared to the KET or the COT class. It is evident that in each class type the strategies utilized by teachers is largely similar. The NET class stands out only with respect to the frequency of certain subcategories of teacher talk strategies which lead to a more motivational classroom environment.
From a result of these findings, Korean English teachers would benefit from examining the best features of the teacher talk strategies of the NET classes and attempt to incorporate these features into their own teaching. Furthermore, teacher training programs should place more emphasis on development of teacher talk strategies and provide substantial opportunities to practice such strategies. Such an approach may lead to more active student participation and as a result a more interactive communicative class. Further studies are needed to compensate for the limitations of the present study. A more intensive study incorporating a larger number of classes being observed may result in further findings that will lead to improving and enhancing the ability of Korean English teachers to successfully and more frequently incorporate teacher talk strategies in the English classroom.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1.1. 연구의 필요성 1
• 1.2. 연구의 목적 및 연구 문제 3
• 1.3. 연구 범위 및 용어 정의 4
• Ⅱ. 이론적 배경 6
• 2.1. 담화분석 6
• 2.2. 교실담화 8
• 2.3. 교사발화 11
• 2.3.1. 교수 담화책략 12
• 2.3.2. 발문책략 14
• 2.3.3. 동기유발책략 17
• 2.4. 선행연구 21
• 2.4.1. 교사발화에 관한 연구 21
• 2.4.2. 발문책략에 관한 연구 26
• 2.4.3 동기유발책략에 관한 선행연구 30
• Ⅲ. 연구 방법 34
• 3.1. 연구 대상 및 절차 34
• 3.2. 실험의 설계 36
• 3.2.1. 교수 담화책략 분류 기준 36
• 3.2.2. 발문책략 분류 기준 38
• 3.2.3. 동기유발책략 분류 기준 41
• 3.3. 자료 수집 및 분석 41
• Ⅳ. 연구 결과 및 논의 43
• 4.1. 교사발화의 양과 횟수 43
• 4.2. 수업 형태별 교수 담화책략 사용 비교 46
• 4.2.1. 전체 교사의 교수 담화책략별 발화유형 46
• 4.2.2. 원어민교사 수업의 교수 담화책략별 발화유형 48
• 4.2.3. 한국인교사 수업의 교수 담화책략별 발화유형 50
• 4.2.4. 협동수업의 교수 담화책략별 발화유형 51
• 4.2.5. 수업 형태에 따른 교수 담화책략의 차이 53
• 4.3. 수업 형태별 발문책략 사용 비교 55
• 4.3.1. 전체 교사의 발문책략 55
• 4.3.2. 원어민교사 수업의 발문책략 58
• 4.3.3. 한국인교사 수업의 발문책략 59
• 4.3.4. 협동수업의 발문책략 60
• 4.3.5. 수업 형태에 따른 발문책략의 차이 61
• 4.4. 수업 형태별 동기유발책략 사용 비교 64
• 4.4.1. 전체 교사의 동기유발책략 64
• 4.4.2. 원어민교사 수업의 동기유발책략 66
• 4.4.3. 한국인교사 수업의 동기유발책략 68
• 4.4.4. 협동수업의 동기유발책략 69
• 4.4.5. 수업 형태에 따른 동기유발책략의 차이 70
• 4.5. 책략 간 상관관계 73
• 4.5.1. 교수 담화책략과 발문책략 사이의 상관관계 73
• 4.5.2. 교수 담화책략과 동기유발책략 사이의 상관관계 78
• 4.5.3. 발문책략과 동기유발책략 사이의 상관관계 86
• Ⅴ. 결론 및 제언 94
• 5.1. 결론 94
• 5.2. 제언 96
• 참 고 문 헌 99
• 부 록 107
• 영 문 초 록 127

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