This study analyzed teacher-student interactions in two Korean middle school English classrooms over two weeks. The researcher recorded and transcribed 16 total class sessions to identify patterns in teacher talk, including eliciting responses from students, asking questions, and providing feedback. The analysis found that teacher talk dominated classroom interactions, while student responses were relatively low. However, the patterns of teacher-student exchange could vary depending on factors like the lesson or the teacher's intentions.
This study investigated the verbal actions and interaction patterns of students in an EFL classroom. It found that students' verbal actions fell into 4 categories: 1) soliciting moves to elicit teacher responses, 2) responding moves to answer teacher questions, 3) reacting moves to modify or rate prior statements, and 4) bidding moves to request speaking. It also identified 5 interaction patterns: 1) teacher-class interactions with verbal responses, 2) teacher-class with non-verbal responses, 3) teacher-student with verbal responses, 4) teacher-student with non-verbal responses, and 5) teacher-student-teacher interactions. The study provided insight into classroom dynamics in an EFL context.
The document discusses an ethnographic study of peer editing in an Indonesian EFL writing class. It explores how students provide feedback to each other's drafts and interact during the writing process. The study found that students responded in three patterns: with no comment due to feelings of inferiority or lack of competence, with corrections, or with corrections and reminders. Peer feedback and negotiation were found to play an important role in students' progress and in constructing an egalitarian social relationship in the classroom. The results suggest peer editing can improve writing quality but the classroom culture and dynamics also influence the process.
Grammar plays an important role in language and communicative competence. There are different types of grammar including prescriptive, traditional, structural, and grammatical competence. Teaching grammar explicitly can help internalize rules unconsciously, but metalinguistic knowledge may be too complex for young learners. Grammar is best taught in context through an inductive approach to allow students to discover rules themselves, though deductive instruction has its place. Corrective feedback should be given appropriately to help students self-correct without overdependence on teachers. Overall, grammar is best integrated into language courses rather than taught separately to help students apply rules communicatively.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
This document discusses strategies for teaching grammar in the classroom. It argues that grammar should be taught as a tool for communication rather than just rules to memorize. The document outlines deductive and inductive approaches to teaching grammar and provides examples of goals and techniques, including noticing model sentences, functions of tenses, exercises with verbs and sentence transformations. It concludes that grammar cannot be separated from language and should be taught communicatively using various steps and strategies.
This document summarizes a research study analyzing patterns of classroom interaction between teachers and students in English as a Foreign Language (EFL) classrooms in Iran. The study used discourse analysis to examine classroom talk in male and female classes. Key findings included: 1) Interaction was generally teacher-dominated but students did initiate exchanges; 2) Boys were more willing to interact with teachers than girls; 3) Minor differences existed between male and female teacher questioning styles but both asked mostly display questions. The study provided insight into classroom dynamics and the role of gender.
This study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
Teacher’s directive utterances in english classesAlexander Decker
This document summarizes a research study on teachers' use of directive utterances in English classes in senior high schools in Surakarta, Indonesia. The study aimed to describe the variability of directive utterances used by teachers, the reasons for using different types, and how politeness principles were implemented. Data was collected through observation of 15 English classes and interviews with 11 teacher informants. The findings were that teachers used a variety of linguistic forms and illocutionary forces of directive utterances to respect students, facilitate learning, assure quality and authority. Politeness principles were realized through offers, invitations, compliments, praise, solidarity expressions and friendly addresses. The research provides insight into teachers' professional, pedagogical,
This study investigated the verbal actions and interaction patterns of students in an EFL classroom. It found that students' verbal actions fell into 4 categories: 1) soliciting moves to elicit teacher responses, 2) responding moves to answer teacher questions, 3) reacting moves to modify or rate prior statements, and 4) bidding moves to request speaking. It also identified 5 interaction patterns: 1) teacher-class interactions with verbal responses, 2) teacher-class with non-verbal responses, 3) teacher-student with verbal responses, 4) teacher-student with non-verbal responses, and 5) teacher-student-teacher interactions. The study provided insight into classroom dynamics in an EFL context.
The document discusses an ethnographic study of peer editing in an Indonesian EFL writing class. It explores how students provide feedback to each other's drafts and interact during the writing process. The study found that students responded in three patterns: with no comment due to feelings of inferiority or lack of competence, with corrections, or with corrections and reminders. Peer feedback and negotiation were found to play an important role in students' progress and in constructing an egalitarian social relationship in the classroom. The results suggest peer editing can improve writing quality but the classroom culture and dynamics also influence the process.
Grammar plays an important role in language and communicative competence. There are different types of grammar including prescriptive, traditional, structural, and grammatical competence. Teaching grammar explicitly can help internalize rules unconsciously, but metalinguistic knowledge may be too complex for young learners. Grammar is best taught in context through an inductive approach to allow students to discover rules themselves, though deductive instruction has its place. Corrective feedback should be given appropriately to help students self-correct without overdependence on teachers. Overall, grammar is best integrated into language courses rather than taught separately to help students apply rules communicatively.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
This document discusses strategies for teaching grammar in the classroom. It argues that grammar should be taught as a tool for communication rather than just rules to memorize. The document outlines deductive and inductive approaches to teaching grammar and provides examples of goals and techniques, including noticing model sentences, functions of tenses, exercises with verbs and sentence transformations. It concludes that grammar cannot be separated from language and should be taught communicatively using various steps and strategies.
This document summarizes a research study analyzing patterns of classroom interaction between teachers and students in English as a Foreign Language (EFL) classrooms in Iran. The study used discourse analysis to examine classroom talk in male and female classes. Key findings included: 1) Interaction was generally teacher-dominated but students did initiate exchanges; 2) Boys were more willing to interact with teachers than girls; 3) Minor differences existed between male and female teacher questioning styles but both asked mostly display questions. The study provided insight into classroom dynamics and the role of gender.
This study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
Teacher’s directive utterances in english classesAlexander Decker
This document summarizes a research study on teachers' use of directive utterances in English classes in senior high schools in Surakarta, Indonesia. The study aimed to describe the variability of directive utterances used by teachers, the reasons for using different types, and how politeness principles were implemented. Data was collected through observation of 15 English classes and interviews with 11 teacher informants. The findings were that teachers used a variety of linguistic forms and illocutionary forces of directive utterances to respect students, facilitate learning, assure quality and authority. Politeness principles were realized through offers, invitations, compliments, praise, solidarity expressions and friendly addresses. The research provides insight into teachers' professional, pedagogical,
The document summarizes a study that examined how three primary school English teachers in Hong Kong interpreted and implemented a task-based teaching innovation. The study found that the teachers had differing understandings of task-based teaching and faced challenges with student use of their native language, classroom management, and promoting target language production. While the teachers viewed tasks positively and tried to implement them, tensions emerged between facilitating communicative tasks and maintaining traditional classroom norms.
The document analyzes classroom discourse in four College English classes in China. It finds that teacher talk dominates class time, averaging 68.9% of class periods. The dominant discourse structure is Initiation-Response-Feedback (IRF), accounting for 77.7% of exchanges. Teachers primarily use display questions that test recall of known information, rather than referential questions that elicit new student responses. The study aims to understand features of classroom discourse and offer suggestions for teachers to encourage more student talk.
A case study on college english classroom discourseAzam Almubarki
This document analyzes classroom discourse in college English classes in China. It discusses how classroom discourse is studied through analyzing the amount of teacher talk, the initiation-response-feedback structure of exchanges, and types of teacher questions. The study collected audio recordings and observations from 4 teachers and their classes totaling 200 students. It analyzed the recorded discourse based on amount of teacher talk, discourse structure, and question types. The findings showed the classes were still teacher-oriented, with teachers controlling the subject matter and students in a passive role.
Descriptive, Qualitative and Experimental Journals AnalysisDelmy Pat Pinto
This study investigated the effects of subtitles on second language acquisition when viewing an animated TV show. 49 Norwegian high school students watched an episode of the American cartoon Family Guy under three conditions: Norwegian subtitles, English subtitles, or no subtitles. They then completed a comprehension test immediately after viewing and vocabulary and grammar tests 4 weeks later. Results showed that subtitles led to better comprehension right after viewing but no long-term effects on vocabulary or grammar. The study used a quantitative experimental design to manipulate subtitle conditions and measure effects on test performance.
The document discusses the Communicative Orientation of Language Teaching (COLT) scheme, which is an observation instrument used to analyze classroom activities and verbal interaction. The COLT scheme contains two sections (Part A and Part B) and five categories. Four studies are mentioned that used the COLT scheme, two being process-oriented and two being process-product oriented. The implications discussed are the need for continued teacher training in communicative methodologies and effective instruction.
The document discusses a study on the effects of form-focused instruction (FFI) on ESOL learners' accuracy in written production. There were two types of FFI studied: implicit FFI which incidentally draws attention to forms, and explicit FFI which directly teaches grammar rules. Two teacher participants delivered lessons using either implicit or explicit FFI to experimental groups. Accuracy in writing was measured before, right after, and 3 months post-instruction using controlled and free writing tasks. Questionnaires and interviews with teachers found that most supported explicit FFI and formal instruction to help improve accuracy, though acknowledged learners benefit differently. The study found some short-term benefits to accuracy from FFI but not sustained long-term effects. Overall, the document examines the impact
1. The document discusses research on teaching grammar explicitly in ESL classrooms from the teacher's perspective. It provides background on the importance of teaching English and grammar in Malaysia.
2. It identifies problems with how grammar is currently taught, such as teachers neglecting grammar or only teaching simple concepts. The research aims to understand reasons for this and identify effective teaching methods.
3. The literature review discusses various approaches to teaching grammar, such as inductive vs deductive, as well as challenges like using appropriate terminology. It also explores ways to attract students to grammar, such as using visual aids.
The document summarizes a study on teachers' perceptions and practices regarding Communicative Language Teaching (CLT) at a junior high school in Batam, Indonesia. The study found that while teachers understood CLT principles, their classroom practices did not fully align due to factors like large class sizes, an exam-focused system, and lack of time. Specifically, teachers saw value in CLT's focus on communication over accuracy and student-centered approach. However, their ability to implement these principles was limited by classroom realities. The mismatch between perceptions and practices showed CLT was not being properly implemented due to constraints in the educational system and classroom environment.
This study examined the impact of pre-reading and during-reading questions on vocabulary learning and retention in EFL classes. 88 intermediate English students were divided into two groups - one received texts with pre-reading questions and the other with inserted questions. Both groups read passages and completed vocabulary tests after each session for 5 sessions. After 2 weeks, a final vocabulary test was administered to measure retention. Results showed that the group with inserted questions performed better on vocabulary tests after each session and on the final retention test, rejecting the hypotheses that question type would not impact learning or retention. The findings suggest that during-reading questions lead to greater vocabulary gains and retention than pre-reading questions.
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The document summarizes a study that investigated the preferred corrective feedback styles of secondary school English teachers in Turkey. The study found that:
1) Teachers most frequently corrected pronunciation errors. They provided immediate feedback for pronunciation errors to prevent permanent issues, as well as for important or commonly missed concepts.
2) Observations showed that teachers predominantly used recasts and translations to correct oral errors. For written errors, they primarily employed direct feedback and reformulations.
3) Teachers believed self-correction and peer feedback were most effective, but they most often corrected errors themselves during observations.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
Brief comparison of classroom teaching methodologiesRonglin Yao
1. The document compares the classroom teaching methodologies used for Chinese language instruction in Australia and China.
2. Some key methodologies are shared between the two countries, such as text-based approach and communicative language teaching, while others differ based on learner characteristics and context, such as Australia using grammar translation for non-native speakers.
3. The comparison informs the author's own teaching practice in Australia and has implications for a wider educational context by highlighting effective methodologies.
The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
This document analyzes patterns of classroom discourse through discourse analysis. It discusses analyzing both spoken and written language use from an external perspective. The study examines predominant patterns of interaction between teachers and students in English language classrooms in Iran. Both male and female students were observed to use similar discourse acts, with some minor differences in interactions based on teacher and student gender. The analysis found interaction was generally teacher-dominated and could be improved by incorporating more authentic student communication.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
This document discusses various techniques for teaching grammar to English language learners. It describes the historical view of grammar as consisting of parts of speech like nouns and verbs. It also outlines different approaches to grammar instruction, such as direct, functional, and communicative methods. Finally, it debunks several myths about grammar acquisition and argues that grammar is best taught through a focus on form within meaningful communicative activities.
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
Sarah Kofman was a French philosopher and Holocaust survivor who wrote an autobiographical memoir titled "Rue Ordener, Rue Labat" about her childhood experiences hiding from the Nazis in occupied Paris. The memoir analyzes Kofman's complex relationships with her biological mother and her rescuer "Meme" who she became attached to, as well as critiques some of Freud's theories about femininity and fetishism through portrayals of her experiences. Kofman's writing style in the memoir is characterized by simplicity and leaving interpretation up to the reader while transitioning between first-person perspectives.
The document summarizes a study that examined how three primary school English teachers in Hong Kong interpreted and implemented a task-based teaching innovation. The study found that the teachers had differing understandings of task-based teaching and faced challenges with student use of their native language, classroom management, and promoting target language production. While the teachers viewed tasks positively and tried to implement them, tensions emerged between facilitating communicative tasks and maintaining traditional classroom norms.
The document analyzes classroom discourse in four College English classes in China. It finds that teacher talk dominates class time, averaging 68.9% of class periods. The dominant discourse structure is Initiation-Response-Feedback (IRF), accounting for 77.7% of exchanges. Teachers primarily use display questions that test recall of known information, rather than referential questions that elicit new student responses. The study aims to understand features of classroom discourse and offer suggestions for teachers to encourage more student talk.
A case study on college english classroom discourseAzam Almubarki
This document analyzes classroom discourse in college English classes in China. It discusses how classroom discourse is studied through analyzing the amount of teacher talk, the initiation-response-feedback structure of exchanges, and types of teacher questions. The study collected audio recordings and observations from 4 teachers and their classes totaling 200 students. It analyzed the recorded discourse based on amount of teacher talk, discourse structure, and question types. The findings showed the classes were still teacher-oriented, with teachers controlling the subject matter and students in a passive role.
Descriptive, Qualitative and Experimental Journals AnalysisDelmy Pat Pinto
This study investigated the effects of subtitles on second language acquisition when viewing an animated TV show. 49 Norwegian high school students watched an episode of the American cartoon Family Guy under three conditions: Norwegian subtitles, English subtitles, or no subtitles. They then completed a comprehension test immediately after viewing and vocabulary and grammar tests 4 weeks later. Results showed that subtitles led to better comprehension right after viewing but no long-term effects on vocabulary or grammar. The study used a quantitative experimental design to manipulate subtitle conditions and measure effects on test performance.
The document discusses the Communicative Orientation of Language Teaching (COLT) scheme, which is an observation instrument used to analyze classroom activities and verbal interaction. The COLT scheme contains two sections (Part A and Part B) and five categories. Four studies are mentioned that used the COLT scheme, two being process-oriented and two being process-product oriented. The implications discussed are the need for continued teacher training in communicative methodologies and effective instruction.
The document discusses a study on the effects of form-focused instruction (FFI) on ESOL learners' accuracy in written production. There were two types of FFI studied: implicit FFI which incidentally draws attention to forms, and explicit FFI which directly teaches grammar rules. Two teacher participants delivered lessons using either implicit or explicit FFI to experimental groups. Accuracy in writing was measured before, right after, and 3 months post-instruction using controlled and free writing tasks. Questionnaires and interviews with teachers found that most supported explicit FFI and formal instruction to help improve accuracy, though acknowledged learners benefit differently. The study found some short-term benefits to accuracy from FFI but not sustained long-term effects. Overall, the document examines the impact
1. The document discusses research on teaching grammar explicitly in ESL classrooms from the teacher's perspective. It provides background on the importance of teaching English and grammar in Malaysia.
2. It identifies problems with how grammar is currently taught, such as teachers neglecting grammar or only teaching simple concepts. The research aims to understand reasons for this and identify effective teaching methods.
3. The literature review discusses various approaches to teaching grammar, such as inductive vs deductive, as well as challenges like using appropriate terminology. It also explores ways to attract students to grammar, such as using visual aids.
The document summarizes a study on teachers' perceptions and practices regarding Communicative Language Teaching (CLT) at a junior high school in Batam, Indonesia. The study found that while teachers understood CLT principles, their classroom practices did not fully align due to factors like large class sizes, an exam-focused system, and lack of time. Specifically, teachers saw value in CLT's focus on communication over accuracy and student-centered approach. However, their ability to implement these principles was limited by classroom realities. The mismatch between perceptions and practices showed CLT was not being properly implemented due to constraints in the educational system and classroom environment.
This study examined the impact of pre-reading and during-reading questions on vocabulary learning and retention in EFL classes. 88 intermediate English students were divided into two groups - one received texts with pre-reading questions and the other with inserted questions. Both groups read passages and completed vocabulary tests after each session for 5 sessions. After 2 weeks, a final vocabulary test was administered to measure retention. Results showed that the group with inserted questions performed better on vocabulary tests after each session and on the final retention test, rejecting the hypotheses that question type would not impact learning or retention. The findings suggest that during-reading questions lead to greater vocabulary gains and retention than pre-reading questions.
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The document summarizes a study that investigated the preferred corrective feedback styles of secondary school English teachers in Turkey. The study found that:
1) Teachers most frequently corrected pronunciation errors. They provided immediate feedback for pronunciation errors to prevent permanent issues, as well as for important or commonly missed concepts.
2) Observations showed that teachers predominantly used recasts and translations to correct oral errors. For written errors, they primarily employed direct feedback and reformulations.
3) Teachers believed self-correction and peer feedback were most effective, but they most often corrected errors themselves during observations.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
Brief comparison of classroom teaching methodologiesRonglin Yao
1. The document compares the classroom teaching methodologies used for Chinese language instruction in Australia and China.
2. Some key methodologies are shared between the two countries, such as text-based approach and communicative language teaching, while others differ based on learner characteristics and context, such as Australia using grammar translation for non-native speakers.
3. The comparison informs the author's own teaching practice in Australia and has implications for a wider educational context by highlighting effective methodologies.
The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
This document analyzes patterns of classroom discourse through discourse analysis. It discusses analyzing both spoken and written language use from an external perspective. The study examines predominant patterns of interaction between teachers and students in English language classrooms in Iran. Both male and female students were observed to use similar discourse acts, with some minor differences in interactions based on teacher and student gender. The analysis found interaction was generally teacher-dominated and could be improved by incorporating more authentic student communication.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
This document discusses various techniques for teaching grammar to English language learners. It describes the historical view of grammar as consisting of parts of speech like nouns and verbs. It also outlines different approaches to grammar instruction, such as direct, functional, and communicative methods. Finally, it debunks several myths about grammar acquisition and argues that grammar is best taught through a focus on form within meaningful communicative activities.
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
Sarah Kofman was a French philosopher and Holocaust survivor who wrote an autobiographical memoir titled "Rue Ordener, Rue Labat" about her childhood experiences hiding from the Nazis in occupied Paris. The memoir analyzes Kofman's complex relationships with her biological mother and her rescuer "Meme" who she became attached to, as well as critiques some of Freud's theories about femininity and fetishism through portrayals of her experiences. Kofman's writing style in the memoir is characterized by simplicity and leaving interpretation up to the reader while transitioning between first-person perspectives.
The document discusses the vision and mission statements of St. Francis Institute of Technology which focus on developing students into innovative leaders, competent engineers, and scholars who enhance knowledge through research. It also provides information on the governing council, academic advisory council, and screening committee which oversee the institute.
Global warming is already causing damage in many parts of the United States and other parts of the world. In the US, 2002 saw record wildfires in Colorado, Arizona and Oregon as well as severe droughts and dust storms in Montana, Colorado and Kansas. Europe experienced over 20,000 deaths from extreme heat waves in 2003 and over 1,500 deaths in India from heat waves. The Arctic ice cap is declining at 9% per decade, indicating concerning events to come from climate change. Global warming also makes hurricanes stronger by warming ocean waters, allowing storms to gain more energy and increase in intensity.
This document discusses how to maximize returns from trade show investments. It outlines opportunities that trade shows can provide in gaining new customers and retaining existing ones. Metrics are suggested to measure pre-show preparation activities, booth interactions at the show, and follow-ups after the show. These include tracking sales cycle movements, number of initial conversations, lead generation and qualification. Following up on leads is key, with tiered processes for precision follow up by sales teams. The overall aim is to convert problem identification into new business opportunities and measure returns from the trade show strategy.
Interpretivism is a theoretical perspective in sociology that interprets human behavior and society based on people's beliefs and experiences rather than external factors. Interpretivists believe that people make their own choices rather than being determined by natural laws or scientific explanations. They study culture and people's lives in great detail through qualitative methods like interviews and observation to understand people's interpretations of the world from their own perspectives. This provides data that is high in validity since it represents people's true experiences, but results may not be generalizable to wider populations. Key aspects of interpretivism include understanding social phenomena through Verstehen, or empathy, and producing theory that represents how people view the world rather than external causes.
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Cake025 001-6
1. Teacher Talk as Strategies in the
Classroom
Shim, Jae-Hwang*
《ABSTRACT》
The purpose of this study is to identify the interaction patterns between teacher and students
and teacher skills in the real classroom lesson. The data in this research identify the patterns of
teacher talk in eliciting, questions, and giving feedback to students during the class. The data
were collected from the middle school classrooms in Seoul. Two teachers, one female and one
male, led the 2nd grade middle school English classes for two weeks. The classroom interactions
between teacher and students in the two classrooms were recorded on cassette recording tapes
without any visual supports. The 16 class recordings for two weeks were transcribed by means
of transcription symbols and analyzed based on the taxonomy of foreign language interaction
analysis system. The results show that teacher utterances are quite dominant in every pattern of
tasks during the class, while student responses or other attributes are relatively low in volume in
a teacher-focused classroom. The analysis also shows that elicitation, response, and feedback are
used systematically by teacher, and students are part of the structure of classroom discourse
activities. The pattern, however, can be changed depending on the teacher intention or the periods
of lesson that students learn.
Key words: classroom interaction, teacher talk, teacher strategy
* 중앙대학교 사범대학 영어교육과 강사
한국교육문제연구
제25호 pp. 73-88
- 73 -
2. 한국교육문제연구 제25호
I. Introduction
This research focuses on the frequency and rate of teacher talk and students reactions
through the topics of ‘speaking a foreign language' or ‘teaching English through English
(TETE).' The researcher analyzes classroom interaction in EFL middle school classrooms.
The 2nd grade middle school classroom was chosen as a sample to get reliable data
because the teachers of the school thought that the students can react to the teachers
more actively than other grades in the real classroom context. The topics in this study
are the features that the researcher look for as meaningful consequences: attributes
dominant in EFL middle school English classrooms, patterns of teacher talk in each period
of class, and teacher strategies of feedback in order to elicit students reaction.
To find out the results on the topic, the researcher first present some literatures
related on teacher talk and strategies in the classroom. Second, the researcher explains
the research methods. The chapter covers the research method on data collection from
subjects or participants, and research process including the transcription of data, the way
of analysis. After analyzing the data based on the guideline of classification for categories,
the researcher treats the limitations of the research and the problems of EFL classroom
interaction, especially in a natural setting, and summarize the result of this research.
II. Literature Review
Sinclair and Coulthard (1975) established an analytic framework to describe classroom
interactions. Their analysis covers interactions rather than the intent or goal of the
participants. One of their main roles is the use of language pattern in an English
classroom. That is, the pattern of language use, or the plan of class teaching create in
affirmative or negative effects on the students.
Studies of teacher talk can be divided into two types of language. One is the
investigation of language that teachers use in their language classrooms, and the other is
the investigation of language that they use in subject matter lessons. Gaise (1977, 1990)
found that teachers' utterances were simpler on a range of measures of syntactic
- 74 -
3. Teacher Talk as Strategies in the Classroom
complexity when they addressed pupils than when they were talking among themselves.
Tudor (1993) emphasizes the teacher's role in the learner-centered classroom. He insists
that the teacher's role should be reconsidered in the recent trend of learner-centered
teaching and the basic issues in the classroom. Ellis (2003) makes a list of classroom
environments depending on the types of participants, and compares them with natural
setting. Fotos (1998) observes that the instruction pattern of a class shifts the focus from
form to form in the EFL classroom.
Cadorath and Harris (1998) observe classroom language in order to search for the
effect of consequences during a lesson. They make use of two transcripts from high
school and university classrooms in ESL, and analyze teacher students interaction. They
conclude that lesson planning and communicative activities have unintended results in the
teacher-centered classroom. The principle of triangulation(Sinclair and Coulthard, 1975;
Long, 1983; Allwright, 1983; Allwright,& Bailey, 2004) can simply mean the combination
of observation and introspection for a variety of observers: ask learners, and not just
teachers, for their recollections and interpretations of classroom events. With these
methods of data, a researcher can make three points of view so as to understand
classroom language learning.
Recently Korean researchers have carried out research on teacher talk as a classroom
interaction. The researches are largely based on various EFL classroom settings, which
can reflect on the real classroom teaching through teacher talk and students reaction. Lee
et al. (1999) and Ryu and Sung (2005) analyze of teacher talk in a college EFL
classroom. Three articles treat the teacher concern on EFL classroom setting and the
quality of teacher in Communicative Language Teaching(CLT) practice. Choi (2000) is
interested in teachers' beliefs about communicative language teaching and their classroom
teaching practices. The study argues that other researches have been little conducted
from the empirical aspect such as what language teachers actually believe about CLT.
Pae (2002) requires the conditions of teaching English through English (TETE) and the
roles of teachers in Korea.
Studies on authentic classroom interaction are conducted by the researchers who are
mostly concern with teacher talk and students response in the real context. First, Kim
and Suh (2004) study teacher talk in Korean English classroom. They analyze recorded
- 75 -
4. 한국교육문제연구 제25호
data from six middle school teachers in Busan. The result shows that the teachers
account for about 60% of the classroom talk on average and talked about 17 times a
minute, which is 4.5 times more than the student talk. The findings also show that the
teacher talks in the teacher-fronted class more than those using the student-centered
group work. Second, Park (2005) analyzes teacher talk in primary EFL classrooms. He
concludes that most of teachers' talks are display questions, direction and evaluative
feedback. Lee (2005) compares teacher talks from three different primary school teachers
(one native speaker of English and two Korean teachers). The results show that many
existing differences between teachers depending on their proficiency levels in English.
III. Method
1. Participants and Materials
The participants in this study consisted of two middle school English teachers
teaching the 2nd grade middle school students in Seoul. The school uses Middle School
English II, published by Doosan Publishing Company(Chang, et al., 2005). The scope of
studying contents treated by the teachers was due to one chapter in lesson 4 and lesson
5 for two weeks as their normal course of the first semester. They have four periods of
English class each week: three hours are compulsory and one is optional, but most middle
schools have four periods of English class in order to improve the students' competence
in English.
The teachers utilized a potable cassette recorder but avoided using other technical
instruments such as an MP3 or a stereo phone because they did not catch the response
of students sitting in the back. Any extra instruments to aid for catching sound such as
a microphone or a speaker set might be hindrance factors in a natural classroom setting.
Other methods to process data collection from the classroom are the following four
elements: visual recording, audio recording, field notes, and interview with participants in
the classroom. Some studies show results from the four methods of analysis data, and
others make use of three without visual recording. The researcher thinks that the method
- 76 -
5. Teacher Talk as Strategies in the Classroom
of using four elements is somewhat unnatural in the interaction of a real classroom
setting. Interview technique may not give any reliable information, for the middle school
students in a teacher-centered classroom are usually not active in front of a teacher or
an interviewer. Furthermore, they do not have enough confidence to express their ideas
orally.
<Table 1> Recording Time of Classes
2. Transcription Symbols
In addition to a number of ways of classroom discourse, Sinclair and Coulthard (1975)
have coding system. Their transcription systems largely have their own strengths and
weaknesses in cording the scripts. Most systems, however, focus on the ESL setting that
generally has a long turn of transcript. The EFL middle classroom setting demonstrates a
relatively slow interaction between teacher and students. In a teacher-centered classroom,
a teacher usually spends most of time trying to elicit students response. Therefore, a
teacher can speak many tasks in his/her turn of talk. In this research, some examples
similar to EFL setting were considered in order to meet the simple and short turn of
utterance. The transcription notation symbols are from Studies in Language Testing 14:
A qualitative approach to the validation of oral language tests by Lazaraton (2002, pp.
203-204). Though the system is for the candidates of speaking test in ESL and EFL, it is
rather simple to note for the middle school classroom interaction.
Excerpt (Tape 04 A)
Period 1 2 3 4 5 6 7 8
Class A 24':06" 24':34" 23':25" 28':09" 22':31" 25':32" 19':50" 23':26"
Class B 33':21" 32':14" 32':07" 30':03" 25':58" 32':18" 32':12" 33':00"
Line Scripts Classification
102 T: Do you mind if, or is it okay? 5
103 Okay, very good. 3
104 If you want to do something you can use expressions. 8
105 Uh, so, if you want to open the window, 8
106 How can you say? 11
- 77 -
6. 한국교육문제연구 제25호
In the excerpt above, a turn spoken by the teacher can be divided into some tasks
though she takes only one turn after a student utterance. Line 102 tells ‘confirming' on
student reaction in the course of explaining new information to students. Line 103 means
‘praising' as an affirmative feedback to students. Lines 104 and 105 can be divided into
two lines, for the teacher takes a long unit of time with a full stop between the
sentences. The teacher has a kind of ‘display question' in line 106 to check students
attention on the contents that the teacher tries to initiate.
IV. Analysis and Discussion
1. Frequency of Interaction
Three parts can be observed in the English classroom activities: teacher talk, student
talk, and tape listening. Tape listening means the native speaker's speaking recorded on
the textbook contents, which is an essential classroom aid during the lesson.
Mean time of tape listening(12.06%) is the second in each class, which is a little more
than the amount of student talk that the researcher has expected before experiment. The
result indicates that students strongly rely on the role of teacher tasks during the class.
<Table 2> Talk Time in Recording
Teacher talk consists of two languages in the classroom. Though teachers try to
speak English in order to meet the requirement of their English class, they have
sometimes decide to speak Korean so that students may understand the context. English
spoken by teacher has two types of teacher task: reading English lines in the textbook
and speaking in English to interact with students. L2 spoken by the teacher should be
Teacher Student Tape Listening
Class A 81.40% 7.11% 1.49%
Class B 86.08% 9.27% 12.64%
Total (Mean) 83.74% 08.19% 12.06%
- 78 -
7. Teacher Talk as Strategies in the Classroom
included in English language though the teacher reads English words or sentences of the
textbook, and L1 spoken by teacher be included in Korean language. A turn dominant in
L2 is also classified into English language.
<Table 3> Teacher Talk in Languages
2. Teacher Utterances
Brown (2001) introduces the guidelines that help look into teacher and students roles
as initiators of interaction in the classroom. The introduction of list is from the work of
Moskowiz (1971, 1976) known as the FLINT(Foreign Language Interaction) model, which
gives us some categories in the classroom observation. The list is a little revised to meet
the EFL middle classroom context. For example, category 26 is added to explain the task
of teacher lecturing, and student talk is also revised according to the reaction to teacher
talk in the classroom.
<Table 4> Patterns of Classroom Interaction
Adapted Foreign Language Interaction Analysis (FLINT) system from Moskowiz (1971, 1976)
Korean English Total
Teacher A 16.6% 83.4% 100%
Teacher B 18.4% 81.6% 100%
Teacher Talk Student Reaction
No Tasks No Tasks No Tasks
1 accepting 14 correct mistakes 27 accepting
2 discussing 15 order 28 affirmative answer
3 praising 16 request 29 negative answer
4 encouraging 17 giving direction 30 question
5 conforming 18 directing drills 31 request
6 joking 19 criticizing 32 rejection
7 making fun 20 rejection 33 surprising
8 explaining 21 anger 34 laughter
9 clarifying 22 smile 35 noise
10 repeating words 23 silence 36 silence
11 display question 24 monolog
12 giving information 25 borrowing
13 referential question 26 translation in L1
- 79 -
8. 한국교육문제연구 제25호
3. Types of Teacher Talk
1) Frequency of Teacher Talk
Teacher tasks mean the content of lesson that each teacher treats during each period
of the class. Each teacher has his/her own methods of teaching style though they teach
the same content of a textbook. Major types of teacher talks can be selected from the 26
tasks of teacher talk type according to the frequency of utterance during classes. Table 5
indicates the rank of teacher talk selected from 26 categories.
Class A (teacher A) speaks explaining (type 8) more frequently than other task of
teacher talk. She speaks display question (type 11) second time and she frequently
explains the topics in L1 translating (type 26) in order to make students understood
easily.
<Table 5> Major Five Types of Teacher Talk
In question types, teacher A asks students ‘display question' or ‘request,' whereas
teacher B usually prefers to ask students in request first and then employs two types of
questions: display and referential question. To analyze the difference between the classes,
the explanation on the main teacher task should be required: elicitation, questions, and
feedback.
Teacher A Teacher B
Rank Talk type Turns Talk type Turns
1 explaining 879 explaining 1383
2 display question 365 request 669
3 translating in L1 327 display question 330
4 request 213 referential question 233
5 conforming 183 conforming 156
- 80 -
9. Teacher Talk as Strategies in the Classroom
explaining
50%
request
20%
displayquestion
15%
conforming
8%
referential question
7%
[Figure 1] Frequency of Teacher Talk
2) The Frequency of Questions
Long and Sato (1983) compared the number of ‘display questions' (questions that
teachers know the answer to and which are designed to elicit or display particular
structures) and ‘referential questions' (questions that teachers do not know the answers
to) in naturalistic and classroom discourse. They found that in naturalistic discourse,
referential questions are more frequent than display questions, whereas display questions
are much more frequent in whole-class teaching in ESL classrooms.
Display questions are usually dominant, which is similar to the results of other
researchers. Though teacher B (class B) tries to ask referential question in his classes,
the rate of frequency is less than the display question. The display question in class A
(365 turns: 35%) is the first feature more dominant than any other section.
<Table 6> Question in Periods
Teacher A Teacher B
Display Referential Display Referential
1 st 34 47 72 5
2 nd 41 12 26 23
3 rd 51 17 16 32
4 th 32 7 32 29
5 th 43 2 21 34
6 th 50 7 50 76
7 th 44 2 109 8
8 th 70 5 4 26
Total 365 99 330 233
- 81 -
10. 한국교육문제연구 제25호
4. The IRE Pattern
1) Types of Initiation
(1) Request and Giving Direction
The data indicate the teacher initiation as a request and giving direction in
each period of class. The rate of giving direction is 4.7% in class A, and 3.5%
in class B, which is somewhat similar rate in frequency. The rate of request,
however, differs from each class. Teacher B employs request type twice times
more than teacher A. The rates make it possible to infer that teacher A
focuses on giving information directly to students in order to make them
understand the teacher intention, while teacher B prefers to lead the
communicative environment with students so as to react teacher initiation.
<Table 7> Request and Giving Direction
(2) Confirmation and Order
Teachers speak ‘confirmation' task more frequently than ‘order,'as minor
task. Teachers stress ‘confirmation' in order to make sure the text content or
their ideas, while they hardly speak to the students as an order type. The two
kinds of task are implied in questions as an initiation.
<Table 8> Confirmation and Order
5. Teacher Feedback
1) Types of Feedback
Teacher A Teacher B
Request Giving direction Request Giving direction
Total 8.5% 4.7% 19.7% 3.5%
Teacher A Teacher B
Confirmation Order Confirmation Order
Total 7.2% 0.2% 4.6% 0.2%
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11. Teacher Talk as Strategies in the Classroom
Lyster and Ranta (1997) analyze the different feedback types in the
content-based French immersion classes. They say that all teachers employed
recasts more than any other type of feedback. The different feedback types are
presented in order from highest to lowest frequency. They demonstrate that
recasts accounted for more than half of the total feedback provided in the four
classes. Repetition was the least frequent feedback type provided compared
with other types of corrective feedback. They say that some of feedback types
occur in combination with each other. The order of feedback in their
experiment is from ‘recast' through ‘repetition': recasts→elicitation→
clarification requests→ metalinguistic feedback→ explicit correction→ repetition
2) Repetition and Mother Tongue
Lynch (1996) has a different idea on the feature of repetition that the
teacher uses in the classroom. He introduces some results on repetition
experimented by other researchers. Different from other studies by Cullen
(1998), Lynch (1996), and Chaudron (1983), this research shows that teachers
usually do not exploit repetition feature as their classroom feedback. The
teachers in the EFL middle school classroom give repetition to students only
0.02% each: teacher A uses it with 52 turns of 2513, while teacher B speaks
only his 76 turns as repetition. They hardly give the feature of correct
mistakes, which can be ignored due to its almost zero percent. In the EFL
school setting, the feature of translating in L1 may be a special attribute
spoken by a teacher to reduce the students' burden or anxiety during the
class.
<Table 9> Repetition and Mother Tongue
Teacher A Teacher B
Turns / Total turns Turns / Total turns
repeating words 0.02% 0.02%
correct mistakes 0.00% 0.00%
translating in L1 0.13% 0.01%
Total 0.15% /100% 0.03%) /100%
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12. 한국교육문제연구 제25호
V. Conclusion and Implications
This study has examined the classroom interaction as it occurred in two
classroom activities between teacher and students in EFL middle school
classroom. The classes targeted in this research are the 2nd grade middle
school students in Seoul. The analysis shows that teacher talk is a lot more
dominant than student reaction in the teacher-fronted with a big size class
setting.
The analysis also shows that elicitation, response, and feedback are used
systematically by teacher, and students are part of the structure of classroom
discourse activities. The pattern, however, can be changed depending on the
teacher intention or the periods of lesson that students learn. While the pattern
of teacher talk can be related to the student reaction, the researcher thinks
that there are some problems or limitation in this research.
First, due to the classroom size, the analysis can not give any information
concerning each student reaction during the classes. A teacher as an instructor
and controller speaks his/her own talk without being interrupted, while all
students as participants can not give their responses at the same time.
Second, the classrooms are only two at the same 2nd grade middle school
students. The students participated in the class are 67 (class A: 32, class B:
35). The students number means that the data may not be generalized, but it
can be made up for as a setting that represents typical selection in mid-level
middle school students in Seoul.
Finally, there seems to be a problem in collecting data as it emerged during
the lesson. Generally, the way of monitoring the aspect of classroom
interaction is to audiotape or videotape the setting, allow a friend or a
colleague to observe the classroom, and note down the real interaction. The
methods, videotape or field note, might result in the side-effect for the
students who strive to provide appropriate responses to earn the approval of
the teacher, and the methods can inhibit the development of students own
internal motivation or otherwise their attempts at using the target language.
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13. Teacher Talk as Strategies in the Classroom
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16. 한국교육문제연구 제25호
요약
영어교실에서의 교사말 전략
심재황
이 연구의 목적은 실제학습이 이루어지고 있는 교실에서 교사와 학습자사이의
의사소통형태와 교사말에 대한 학습자의 반응을 살펴보는 것이다. 연구조사에 있어서
연구자는 서울에 소재하고 있는 중학교를 대상으로 하여 실험자료를 수집하였다. 남성과
여성 각 두 명의 담당교사가 2005년 6월 중순부터 2주 동안 영어수업을 진행하였다. 두 명의
교사에 의한 각 학급의 수업내용은 시각적인 자료 없이 카세트테이프에 녹음되었다. 이것은
단순히 수업진행 상황만을 녹음하였음을 의미하며 시각적인 비디오테이프나 면담 등의
방식은 활용하지 않았음을 의미한다. 또한 교사나 학습자들의 불안감이나 부담감을 배제한
자연스런 교실학습상황을 그대로 자료화 하려는 의도이다. 연구자료의 분류 결과로서
교사중심적인 학습환경에서 교사의 발화는 모든 의사소통의 방식에서 상당히 두드러진 반면
학습자의 반응이나 그 속성은 대체로 매우 저조했다. 이 결과를 근거로 하여 연구자는
교사발화를 더욱 세분화하여 연구하여 교사말이 학습진행 중에 학습자의 학습이해
외국어이해도에 영향을 미치는 것을 살펴보았다. Brown(2001)은 교사발화가 학습자에게 직접
간접적으로 영향을 주고 있음을 밝히고 있는데, 이러한 이론을 바탕으로 하여 교실에서의
교사말이 좀더 자세히 연구할 필요가 있다. 즉 학습내용이나 교사의 학습방식에 상관없이
학습자들은 적극적으로 반응하기가 기대되고 있으나 교실에서 영어로 의사교류를 하는 것에
대한 효과는 다소 부정적이다. 교사말에 대한 학생들의 학습참여도, 즉 학습자 반응은
소극적이며 EFL 학습상황에서의 다른 변이요소도 이러한 결과를 초래하고 있다. 그
결과로서 학습자들의 적극적인 반응을 유도하고 효과적인 외국어 학습의 동기를 부여하기
위하여 교사의 학습전략이 요구된다.
주제어: 교실영어, 교사말, 영어로 말하기 수업, 교사학습 전략
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