수업언어 및 학업수준에 따른 중등 영어교사의 교수언어분석 사례연구

Abstract

This case study examined the classroom language pattern of one middle school English teacher by focusing on two variables: the instruction languages of Korean and English and the learners’ levels of academic achievement and participation. Conducting unobtrusive observations in four classes using video recording and transcripts, 2,035 utterances were collected. Quantitatively the participant teacher adapted her classroom talk to the variables: ‘clarifying activities’ was significantly used in English instruction versus ‘explaining’ in Korean instruction. ‘Repeating student answers’ was frequently found only in English instruction. As for the combination of the two variables, ‘checking questions’ was sparingly used in Korean instruction for advanced students. Qualitative analysis indicated ‘contextualizing’ and ‘explaining’ needed to be used more often in English instruction, at least as much as in her Korean instruction to provide sufficient examples of language usage. Her questioning strategies were rather limited to closed-questions and her responses to student answers required improvement to effectively engage students in expanding their thinking process. The study concluded developing English teachers’ abilities to teach English in English is indispensable. Providing teachers with prof