한국어 교사의 발문 분석 = (The) analysis of teachers' talk at the Korean classroom as a foreign language

다국어 초록 (Multilingual Abstract)

This study is designed to help select the proper teaching contents for training teachers of Korean language as a foreign language. To achieve this goal, this study investigates teachers’ talks whether they are properly used according to the learning steps and the level of students, or suitable for the effective communication with students by means of collecting and analyzing teachers’ talks in Korean classes.
First, teachers teaching Korean as a second language at University Language Institute were surveyed on the concept, type and need of teachers’ talks. Most of the teachers recognized the importance of teachers’ talks through their teaching experiences even though they had never been taught about teachers’ talks.
And this study analyzes Korean language teachers’ talks at various classes such as holistic, speaking and listening classes in the three middle level Korean classes of Language Institute of University in Busan. Among 2,755 talks in 7 classes, teachers’ talks were 1,837, which were more than twice as many as students’ talks, 818. Among students' talks simple closed answers on teachers’ questions comprised students' answers mostly. In the questionnaire, teachers answered they had planned the lesson according to the learning steps. However, the result of analysis showed that teachers just led the classes following the order of the textbook content after simple greetings and a few simple friendly conversation. This being so, the teachers’ talks in the class were not regarded as well-prepared ones. Also, there were no strategies of teachers’ talks as they were spending more time explaining what they meant or the situation like cultural background instead of trying to lead the class to develop students' thinking ability expansion or class structuralization.
Therefore, the curriculum for the teaching skills should be included in teachers' training course, especially about teachers’ talk which is the specific method of how to plan the class. It is necessary to determine the curriculum contents of teachers' training course and plan their talk patterns in the classroom so that Korean language teachers can consider the students’ vocabulary size, their background, the length of their stay on Korean soil, the cultural background and the aims of the lesson.
In that respect, it is required to make an effort to examine teachers’ talks from various perspectives and discuss about effective and proper teachers’ talks with experienced teachers.

목차 (Table of Contents)

• 1. 서 론 1
• 1.1 연구 목적 1
• 1.2 선행 연구 3
• 1.3 연구 범위 및 교사 인식 설문 분석 5
• 2. 이론적 배경 11
• 2.1 발문의 개념과 목적 11
• 2.2 발문의 기능 13
• 2.3 발문의 원리와 전략 16
• 2.4 발문의 유형 17
• 2.4.1 인지 과정형 17
• 2.4.2 사고 수준형 19
• 2.4.3 교수-학습형 20
• 3. 학습 현장의 교사 발문 양상 분석 26
• 3.1 조사 대상 26
• 3.2 조사 방법 28
• 3.2.1 조사 절차 및 전사 방법 28
• 3.2.2 분류의 기준 29
• 3.3 교사 발문 양상 분석 34
• 3.3.1 수업 영역별 특성 37
• 3.3.2 교수-학습 단계별 특성 49
• 4. 결론 58
• 참 고 문 헌 62
• 부 록 65
• 영 문 초 록 124