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교실담화

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  • 1. 20118023 강성숙 1
  • 2. 가. 교실 담화 분석과 관련된 이론 Interaction Hypothesis Natural Approach Input Hypothesis나. 교실 담화 분석하는 방법다. 담화 표지어(Discourse Marker) 2
  • 3. Long(1989) Interaction Hypothesis 쌍방간의 언어적 의사소통 이해 못한 내용에 대한 피드백의 제공 의미 협상에 의한 대화 구조의 조정 이해 가능한 언어입력의 제공 L2 학습 3
  • 4. Krashen(1982) Natural Approach & Input Hypothesis- Comprehensible input- Modified input for L2 learners- Natural order- Low affective filter- 4
  • 5.  Established interaction analysis systems Flanders (Flanders 1960) FLint (Moskowitz 1971) FOCUS (Fanselow 1977) TALOS (Ullman and Geva 1982) COLT (Allen, Frohlich and Spada 1984) SCORE(Acheson and Gall 1987) 5
  • 6.  Flanderss Interaction Analysis Moskowitz’s FLint (Foreign Language Interaction system) Corpus analysis 6
  • 7.  Flanders’s system of interaction analysis is an observational tool used to classify the verbal behavior of teachers and students as they interact in the classroom. 7
  • 8. Teacher’s Accepts feelingtalk Indirect Praises or encourages Influence Accepts or uses ideas of student Asks questions Direct Lectures Influence Gives directions Criticises or justifies authorityStudent’s responsestalk initiationSilence Silence or confusion 8
  • 9. Teacher’s Deals with feelingstalk Praises or encourages Jokes Indirect Uses ideas if students Influence Repeats students response verbatim Asks questions Direct Give information Influence Corrects without rejection Gives directions Directs pattern drills Criticises students behaviour Criticises students response 9
  • 10. Student’s restrictive responsestalk Initiative responsesOthers Silence confusion laughter mother tongue non-verbal communication 10
  • 11. • Frequency and native-speaker vocabulary size• The most frequent words and the core vocabulary• Their usage discourse marker (you know, I mean, well, so…) 11
  • 12. a word or phrase that is relatively syntax-independent a somewhat empty meaning Ex) oh, well, now, then, you know, I mean, etc. a symbol of nativity 12
  • 13. Interjections and Frequency discourse particles yeah 834 oh 684 no 662 yes 606 mm 330 ah 99출처: 100- million- word BNC corpus 13
  • 14. Discourse marker Frequency and 141206 but 41534 so 10071 oh 35526 well 33930출처: most frequent words: 5-million-word CANCODE spoken corpus 14
  • 15. 43.5 32.5 2 Native1.5 Korean 10.5 0 yeah like You know well I mean okay출처: 1분당 사용한 담화표지어의 빈도 (김광민, 2006) 15
  • 16. • 담화 표지어의 기능: so를 중심으로• find the difference of frequency• find the difference of its use <한국인 학습자가 사용하지 않는 so 용법>• 다른 이야기를 하다가 원래 주제로 돌아갈 때• 새로운 주제를 제안 할 때 16
  • 17. • 담화 표지어의 기능: well을 중심으로• find the difference of frequency• find the difference of its use <한국인 학습자가 사용하지 않는 well 용법>• 유보표현• 선행 발화에서 언급된 주제를 받아서 이어갈 때 17
  • 18. • 대화 속에서 담화 표지어 찾기• 의의) 담화 표지어는 담화의 내적 의사전 달에 직접적으로 관여를 하지 않지만 의 도된 의미의 전달을 원활하게 하여 의사 소통의 상호작용을 높이는데 기여 18
  • 19. 가. 교실 담화 분석과 관련된 이론 Interaction Hypothesis Natural Approach Input Hypothesis나. 교실 담화 분석하는 방법 Flanderss Interaction Analysis Moskowitz’s FLint Corpus analysis다. 담화 표지어(Discourse Marker) 19