초등학교 수준별 영어수업에서 한국인 교사와 원어민 교사의 학생과의 상호작용 유형 분석

Abstract

This study aims to analyze Korean and native teacher-student interaction modifications and participation pattern differences in different ability levels at a private elementary school to assist students’ comprehension and communicative abilities. The subjects were 1 Korean teacher, 1 native teacher, 1 upper fifth grade class and 1 lower fifth grade class. This study also included teacher and student questionnaires. The results showed that specific types of interaction modification were used in different levels between the two teachers. The general teacher–student participation pattern of interaction between the Korean teacher and the native teacher is the T-Ss pattern, but participation patterns were a little different in the upper level. The Korean teacher preferred T-Ss pattern in both the upper level and the lower level, but the native teacher preferred T-S1 pattern in the upper level and T-Ss pattern in the lower level. These results led to the conclusion that, first, teachers should work on providing comprehensible input through a variety of techniques. Teachers also modify their speech and their interaction patterns and give students appropriate reward in order to help students participate in a conversation or understand some information. In addition, the school needs to provide English teachers with supplementary materials and teaching aids to help teachers make better classes where students can participate more.