외국어 수업에서의 교실 문화 창조 = Creating a Community in the Second Language Classroom

다국어 초록 (Multilingual Abstract)

This study is based on the notion that an important aspect of the language class is its social and cultural dimension: i.e., how the participants (students and teacher) regard and interact with one another. Teachers not only determine from one day to another which topic will be discussed or what vocabulary and grammar point will be presented; they also have control over who gets to talk to whom, how much time the students talk compared to the teacher, who gets rote drill versus spontaneous practice, whether students work cooperatively or competitively, etc. The effectiveness of the language class in promoting language proficiency, as well as the social and academic outcomes, is largely determined by the nature of the community which the teacher and students establish in the class.
This study emphasizes the need for teachers to become aware of themselves as "cultural bearers". Besides being a model of English proficiency the teacher embodies assumptions regarding the roles of teachers and the types of techniques and activities suitable for language teaching. Four teacher's roles are presented in this study: 1) the teacher as a key figure, 2) the teacher as a analyst, 3) the teacher as a catalyst, and 4) the teacher as a co-learner.
This study also emphasizes the importance of cooperative learning in creating positive classroom culture in the foreign language class. Cooperative activities differ markedly from teacher-centered instruction where the teacher is the principal provider of linguistic and academic input and where the students compete as individuals for the teacher's attention and opportunity to respond. In teacher-centered instruction students are usually required to produce a small number of hurried, isolated responses. Cooperative groups, however, allow students to assume a variety of roles and produce a number of related sentences. Students can clarify, negotiate and summarize information among themselves in natural settings for conversation. In contrast to teacher-centered instruction, students in cooperative groups know they can depend on each other for support and expertise. Each student is motivated to master the material since the success of group, and the resultant rewards, are ultimately dependent on each individual's contribution. It is the feeling of interdependence which seems to be the key element underlying the success of cooperative learning.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 교실문화 형성을 위한 교사의 역할
• Ⅲ. 학습자 중심의 협동수업
• Ⅳ. 결론
• ＜참고문헌＞
• ＜Abstract＞