Earticle

초록

영어

With a recognition of a profound effect that teacher identity has in students’ language learning, the present study explores how teacher identity, especially that of native speaking (NS) and nonnative speaking (NNS) teacher in EFL context, shapes the teacher-student interaction and influences students’ learning differently. Data was gathered through classroom observations and video recordings of teacher-student interaction of a total of six hours of class sessions. The data comes from the interactions of three nonnative Korean teachers, one native speaker, and six university students in Korean EFL co-teaching classroom. To analyze the data, the method of discourse analysis was used. The findings show that the native teacher acted as an interaction provoker who stimulated classroom discussion and also an expert of both target language and culture. On the other hand, nonnative teachers acted as an activity guider by helping student understand the classroom activities. As sharing L1 and the same culture, nonnative teachers were flexible with the language choice of the students and understood the difficulties they had in the class. The study further draws attention to the pedagogical implications regarding the co-teaching of native and nonnative teacher in EFL classroom.

저자

• Seojin Park [ Sookmyung Women’s University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405