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EFL 敎室 相互作用에 대한 民族誌學的 硏究 원문보기

  • 저자

    강관우

  • 학위수여기관

    昌原大學校 大學院

  • 학위구분

    국내박사

  • 학과

    英語英文學科

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    iv, 162 p.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8932887&outLink=K  

  • 초록

    The goal of this dissertation is to describe classroom interaction between teachers and students in the Korean EFL setting, and to seek a proper teaching method. The study is based on the assumption that the interaction is closely related to EFL learners language acquisition, and hence that a successful EFL classroom teaching is basically the product of interactive work. As for the methodology, the study is based on certain assumptions. First, it employs the principles of classroom-centered research, comparing the teaching behaviors of the Korean-speaking English teachers with those of the English-speaking teachers. Second, it acquires raw data by employing the ethnographic approach, which, as a qualitative method, lets the researcher get holistic as well as emic views. Finally, it also adopts the conversational analysis for the collected data. The research is done in the following ways. First, the researcher collect data, actively participating in the classroom interaction between the teachers and the students. While participating in five classes, the researcher not only makes a direct observation, but also records the activities on videotapes. In videotaping the classroom interaction, which involves three Korean teachers and two instructors who are native speakers of English, the following procedures are observed: pre-observation conference, actual observation, and post-observation conference. Second, the researcher has interviews not only with non-active EFL teachers, some of whom are graduate students, but also with the teachers who are the target of the observation. The transcribed interviews are simplified and then categorized. Third, the researcher collects the journals that the teachers themselves prepared to reflect on their teaching behaviors, and uses them to see how the affectation factors play a role in teaching. The result of the research can be summarized in three different areas, each of which has its own implication. The first one concerns classroom management, in which the teaching behaviors show sharp contrast between Korean-speaking teachers and English-speaking teachers. As for Korean teachers, who primarily rely on teacher-oriented lectures, their classroom management skills and teaching techniques turn out to be severely limited. Not only do they heavily rely on the textbooks, focusing on grammar-translation and audiolingualism, but they are also reluctant to use various teaching materials. On the other hand, English-speaking teachers use various methods, prompting students interest, and are willing to play a role of a knowledge-bearer. Unlike Korean-speaking teachers, they do not rely on the textbook too much. Rather, they try to create an environment favorable to language acquisition, using various authentic methods. In sum, the research shows that Korean teachers are still following the lock-step patterns, sticking to the traditional teaching method that they were taught as students. The second result concerns small group activities, which turns out to be crucial to the teacher-student interaction. In other words, the study shows that teachers can maximize the interaction if they encourage small group activities and lead conversations peppering with appropriate questions. According to the quantitative data, Korean-speaking EFL teachers are shown to rely on display questions, which is to say that they usually use known answer questions. A way to improve the interaction, which is suggested in the study, is that teachers should use referential questions as well as personal questions. Also, teachers are encouraged to rearrange students' seats that are currently arranged in a teacher-oriented way. Furthermore, a variety of activities, such as role playing and information gap activities, both of which are known to be effective to small group interaction, are encouraged. On the negative side, however, it should be noted that small groups do not always improve classroom interaction in Korean schools, where the EFL teachers lack useful classroom management skills on the one hand, while the students themselves are not yet used to interactive discussion with others on the other. As a result, it is recommended that small group management should be restricted in such a way to reflect Korean educational environment, selecting, for an instance, group leaders who can initiate the discussions. As for classroom observation, the study reveals that Korean EFL teachers rarely observe their own teaching activities, not to mention those of others. Furthermore, they do not get enough chances to develop their own teaching skills. A way to promote teachers' self-development, as the study suggests, is to provide the teacher with systematic observation techniques and needed instruments. Among the useful methods recommended for this purpose are the ones employed in the study, which include videotaping, writing ethnography, observing seating chart, and journal writing. Most of all, video-taping is highly recommended in that it provides the best interpretive data, clearly showing the patterns of participants' interactions.


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