초등영어수업에서 제스처 형태에 대한 교사와 학생의 인식 차이 고찰 = Investigating the Mismatches between Teachers` and Learners` Perceptions on Gestural Forms in the Primary English Teaching

다국어 초록 (Multilingual Abstract)

In order to achieve the maximum desired learning outcomes in the learner-centered education, it is essential to minimize the gap between teacher intention and learner interpretation. This study is to investigate mismatches, if any, between teachers’ and learners’ perceptions in the primary English classes. Data were collected by questionnaires and interviews from 65 teachers and 320 learners in primary schools. Results revealed that a considerable number of mismatches were observed between teachers’ and learners’ perceptions in terms of preferences toward gestural forms accompanied with English classroom talk. The teachers showed a very strong tendency to focus on the cognitive function of pedagogical gestures whereas the learners were more responsive to the affective aspects of teacher gestures. Furthermore, there were gaps in shared background knowledge between the teachers and the learners which hinder successful communication. It is suggested that teachers need to get sensitized to learner perception, make a greater effort to identify mismatches that may exist between their intention and learner interpretation, and accomodate their teaching to learners’ preferred styles to elicit the maximum learning effects.

참고문헌 (Reference)

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