Earticle

초록

영어

The purpose of this study was to analyze teacher-student discourse structures and content in the 5th and 6th-grade English teachers’ guides from the 2015 revised national curriculum. Discourse structures were analyzed using the I (Initiation), IR (Initiation-Response), IRE (Initiation-Response-Evaluation), and IRF (Initiation-Response- Feedback) structures from previous studies. For discourse content, IRF structures were examined based on class activities and types of teacher feedback. The findings are as follows. Regarding discourse structures, first, IR and I structures were the most frequent, comprising 88% of the discourse. Second, within the IR structure, two subtypes were identified: IR (productive) and IR (receptive). Although IR (productive) was much more frequent, IR (receptive) appeared to offer lower-proficiency students easier ways to response to teachers. Third, the IRE structure was less frequent, while the IRF structure was the least common. For IRF discourse content, the IRF structure appeared most frequently in motivational activities with referential questions. Additionally, two types of teacher feedback, ‘Comment’ and ‘Tell,’ which mostly focus on discourse topics or content, were associated with the IRF structure. Based on the findings, some implications were suggested for elementary English teachers’ guides.

목차

I. 서론
II. 이론적 배경
1. 교실 담화 구조
2. 교사 피드백 유형
3. 교실 담화 관련 선행 연구
III. 연구 방법
1. 분석 대상
2. 분석 기준 및 방법
IV. 연구 결과 및 논의
1. 담화의 구조
2. IRF 담화의 내용
V. 결론 및 제언
Works Cited
Abstract

키워드

저자

• 정은숙 [ Jeong, Eunsook | 춘천교육대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810