Earticle

This paper analyzed classroom discourse with three videos extracted from one English class for migrants who are from non-English speaking countries in Australia. Eight adult migrants want to learn English for survival in Australia and their residence period in Australia is less than one month. The analysis results are as follows: 1) The teacher gives instructions about the activity in a structured and systematic way. 2) For low-level students, there is more I-R-I-R-F format than I-R-F, and the teacher talks more in initiation than feedback. 3) All questions are closed for low-level students and the teacher does not give answer directly so that students can find an answer by themselves through repetition and reformulating questions. 4) There are more display questions and positive feedback than referential questions and negative feedback for low-level students. 5) Group activities and role plays can give students opportunities to utilize what they have learned. This paper is meaningful in that the findings can be applied to English classes focusing on improving communicative ability in Korea.

Identity has received a surge of theoretical and empirical attention within the past decades. A body of research on teacher identity mainly involved the feelings, beliefs, experiences and emotions of language teachers, which construct their professional identity. However, few studies (Antaki, 2012; Richards, 2006; Zimmerman, 1998) have investigated dynamic identities embodied through talk-in-interaction, and more particularly in EFL contexts. Using conversation analysis (CA) as situated within a socio-cultural approach, this study intended to investigate EFL teachers’ identity as is constructed in classroom interactions. In this regard, using observations and video-recordings, three EFL teachers’ naturally-occurring classroom interactions have been transcribed in detail. Data analyses revealed that teachers and learners construct and display different levels of identity in their talk (Zimmerman, 1998). Nominating the students and entering them in question-answer sequence along with the subsequent questions, learners display their transportable identity. While learners produce transportable identity, they can significantly construct more talk and longer turns which may enhance their learning opportunity.

이 연구에서는 초임 교사의 과학수업에서 교사의 설명 내러티브가 두드러진 수업 사례와 학생의 활동 및 자발적 발화가 많이 나타나는 수업 사례를 양적 및 질적으로 분석하여 각 수업의 담화 특징을 분석하였다. 교사의 과학내용 설명이 두드러진 수업의 경우, 어휘 반복을 통한 교사 내러티브의 응집성이 두드러져 학습 내용을 유기적으로 조직하였으나, 학생 발화는 교사의 유도 발화 수준에 종속되어 제한적이고 수동적인 형태를 보이고 있었다. 반면, 학생 활동과 자발적 발화가 활발하게 나타난 수업의 경우, 교사가 발화 기회를 열어 놓고 있었기 때문에 학생들의 개시 발화나 학생 간 상호작용이 자연스럽게 유도되었으나, 교사 내러티브의 응집성이 부족하여 교과 내용의 의미장 형성에 분절된 형태를 보였다. 이 연구 결과는 초임교사가 수업 담화를 이끌어 나가는 데에 있어서, 교사의 역할이 학생들에게 수업담화에 참여할 수 있는 기회를 제공하는 것뿐만 아니라, 이것이 본질적으로 과학을 이해하는 데 초점을 맞춘 것이어야 한다는 점을 명백히 보여준다. 이 연구는 초임교사의 전문성 근저에 놓인 교사 내러티브와 진정한 의미의 교사-학생 담화를 형성하는 것에 대한 시사점으로 수업 담화의 중심이 교사 내러티브 혹은 학생 발화 촉진 중 한쪽 측면에 치우쳐 있지 않도록 양 측면의 긴장과 조화를 이루어야 한다는 점을 강조한다.

이 연구는 한국어 교실에서 이뤄지는 교사와 외국인 학습자가 어떻게 교감적 친교를 이루 는지 그 양상을 살펴보는 데 목적이 있다. 그리고 이 연구는 Malinowski의 교감적 친교, Laver의 의사소통적 기능, Lyons의 상호작용 조정 정보에 그 바탕을 두고 있다. 주요 자료는 부산울산경남 소재 5개 대학교 부속 한국어학당에서 이뤄진 한국어 교사와 외국인 학습자의 교실 상호작용에서 얻은 것이다. 이 연구 결과는 한국어 교사와 외국인 학습자 사이의 교감적 친교와 그들이 유대감을 형성하는데 사용하는 표현들의 유형을 질적 연구로 보여준다. 이들 사이의 교감적인 친교는 유대감과 관련이 있으며 이를 통해 긍정적 친밀감 형성이라는 것이 입증된다. 곧 첫째, 교감적 친교 경로는 ‘대화 열기-대화 잇기-대화 닫기’의 순서로 이어진다. 둘째, 교감적 친교는 기술적 정보보다는 사회적 정보가 더 강하게 전달된다. 셋째, 교감적 친 교는 대화 열기와 대화 닫기에서 관습적 인사말과 의례적 인사말로 구분되며, 대화 잇기에서 는 관습적 맞장구와 의례적 맞장구로 구분된다. 넷째, 대화 열기에서 관습적 인사말이 드물게 나타났으며, 의례적 인사말 중 협의의 직시적 지시에서 현재의 시간 지시만, 광의의 직시적 지시에서는 자기와 상대 지향적 구현이 나타났다. 다섯째, 대화 닫기에서 관습적 인사말은 교 사와 학습자에는 나타나지 않았고 학습자 사이에서만 보였다. 의례적 인사말에서 협의의 직시 적 지시 가운데 미래 시간의 지시만 나타났으며 광의의 직시적 지시 가운데 중립적 구현만이 실현되었다. 여섯째, 대화 잇기에서 관습적 맞장구는 나타났으나 의례적 맞장구에서 시간과 장소 지시는 전혀 보이지 않았다. 반면에 광의의 직시적 지시에서는 자기와 상대 지향적 구현 이 나타났다. 일곱째, 교감적 친교는 ‘관습적+의례적’이라는 일정한 배열 순서를 갖는다.

The study aims to look at how teachers interact with foreign learners in Korean classroom discourse. And the study is based on Malinowski's Phatic Communion, Laver's communicative function, Lyons' interaction management information. The study results show Phatic Communion between Korean teachers and foreign learners, and the types of expressions they use to union. That is, first, Phatic Communion path leads in the order of ‘opening – keeping - closing phase of an interaction’. Second, Phatic Communion is delivered social information more strongly than technical information. Third, Phatic Communion is divided into conventional and ceremonial greetings in the opening and closing phase of an interaction, and in the keeping phase of an interaction, conventional and ceremonial back channel. Fourth, conventional greetings were rarely seen in the opening phase of an interaction, and only the present time reference appeared in the narrow meaning of the ceremonial greeting, the broad meaning of deictic reference showed self and other oriented tokens. Fifth, in closing phase, conventional greetings did not appear in teachers and learners and were only seen between learners. In the ceremonial greeting, only future time appeared deictic reference, and only neutral oriented reference was realized among the broad deictic reference. Sixth, a keeping phase of an interaction appeared in back channel, but no time or place reference were seen in ceremonial back channel. On the other hand, the broad deictic reference showed self and other oriented tokens. Seventh, Phatic Communion have a sequence of ‘conventional- ceremonial’.

본 연구의 목적은, 2020~2022년의 코로나19 팬데믹 기간 중 실시되어 코로나 퇴치 에 크게 기여했던 ‘사회적 거리두기’ 정책의 부작용으로, 당시 중학생 시기에 학생들이 생활과 학습에서 의도하지 않게 ‘타자들’과 격리되어야 했던 ‘타자 공백’의 생활조건 안에 서 주로 온라인 수업으로 이루어진 학교 생활을 보낸 뒤 고등학교에 진학하여 고등학교 생활에서 순탄한 담화행위를 수행하지 못하고 적절한 자아성이 미흡한 상태에서 자기 결정과 교우관계에서 혼란을 겪게 되는 ‘코로나 세대’ 고등학생들의 상태를 분석하고 그 교육적 해결책을 실험적으로 탐색하는 것이다. 이 작업을 수행함에 있어서, 콜버그의 도 덕발달론을 준거모델로 하여 각 개인의 자기정체성과 도덕적 발달이 성취됨에 있어서 결정적 요인은 ‘타자’와의 의사소통에 기반한 사회적 관계, 그리고 그 안에서 진행되는 논변능력의 발달임을 규명한 하버마스의 ‘사회적 개인화’의 이론을 적용한다. 이에 따르 면 팬데믹 기간 중 중학생 시기의 각 개인들에게 장기간 공통적으로 주어진 ‘타자 공백’은 청소년기 학생들의 자아성숙 및 교우관계에 각종 혼란을 초래하였고, 콜버그의 도덕발달 론에 따르면, 이는 도덕성 발달의 지연으로 나타난다. 따라서 도덕적 성숙이 타자와의 관계에서 구현되는 의사소통적 합리성을 전제한다는 점을 고려할 때 ‘교실’은 학생들이 자유로운 논변을 통해 도덕 행위자로 성장할 수 있는 곳이어야 한다. 그러기 위해서는 생활과 학습의 공동참여자이면서 의사소통의 동반자 및 논변의 상대자가 되는 ‘타자들’이 철학적탐구공동체가 되어 각자의 철학함을 공유하고 논변하며 더불어 생활하는 ‘사회적 생활세계’의 체험장이 될 수 있도록 교육현장을 설계해야 할 것이다.

This study analyzes the condition of 'COVID-19 generation' high school students and experimentally explores educational solutions for them. The research focuses on the unintended side effects of the 'social distancing' policy during the 2020-2022 pandemic. This policy created a 'blank of the other' during students' middle school years, a period of unintended isolation from peers in their lives and learning. This 'blank' has led to inadequate self-identity, confusion in self-determination and peer relationships, and a failure to engage in smooth discourse after their transition to high school. To address this, the study applies Jürgen Habermas's theory of ‘social individualization,’ which, referencing Kohlberg's theory of moral development, explains that the development of an individual’s self-identity and moral maturity is critically dependent on social relationships based on communication with ‘others,’ and the development of discourse competence within those relationships. Based on this, the long-term ‘blank of the other’ experienced by these adolescents is understood as a delay in their moral development. Given that moral maturity requires communicative rationality, the study proposes that the classroom should be redesigned as a 'social lifeworld' and a 'philosophical community of inquiry.' In this environment, students, as co-participants in life and learning, can grow as moral agents through free discourse. This is achieved by engaging with ‘others’—partners in communication and debate— who physically interact, share their 'to philosophize,' and live together. The research thus provides an experimental exploration of how to design an educational setting that fosters communicative rationality and moral maturity.

본 연구에서는 권위적 및 대화적 담화 사례의 교사 담화 평가에서 드러난 예비 수학 교사들의 인식을 질적 내용 분석으로 탐색하였다. 예비교사들은 교사의 일방적 설명이나 학생 대답을 적극적으로 수용하지 않는 폐쇄적 발화에 비판적이었으며, 학생의 이유를 탐색하는 질문과 오답에 대한 개방적 태도를 지지했다는 측면에서 표면적으로 대화적 담화를 지향하고 있었다. 그러나 교사가 대부분의 인지활동을 대행하는 테스트 질문에 무비판적이었고, 학생들에게 제기된 답에 대한 수학적 판단 기회를 부여하여 대화적 상호작용을 촉진하는 교사 발문에 대해 심리적 저항을 보였다는 점에서, 예비교사들의 심층적인 권위적 담화 지향성도 확인할 수 있었다. 본 연구에서 보고한 교사교육 입문 초기 예비교사들의 담화인식은, 교실 담화에 대한 교사 전문성 교육 과정 설계에 유용한 기초를 제공할 수 있을 것이다.

Teachers’ conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers’ conceptions of teacher discourse, through tasks analyzing and evaluating teachers’ moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers’ conceptions were congruent with dialogical discourse: they criticized teacher’s one-way communication and ignoring students’ voices; they supported teacher’s questions probing students’ thinking and receptive attitude toward students’ wrong answers. However, some deep and subtle facets of their conceptions were more congruent with authoritative discourse rather than dialogical discourse: they positively perceived teacher’s closed, information seeking questions that funnel students’ thinking to the predetermined procedure; they emotionally resisted teacher’s questions which might facilitate dialogical engagement by allowing students to judge mathematical correctness of ideas from their peers. Preservice teachers’ conceptions of teacher discourse explored in this research provide useful foundations on which to build continuous and coherent teacher professional development programs about classroom discourse.

김성중 & 남정미. 2009. 영어로 진행되는 KFL수업 담화분석 현장연구. 언어와 문화 5-3: 161-191. 본 연구의 목적은 미국의 한 KFL 교실수업 담화분석 현장연구를 통해 KFL 교사의 교수향상을 꾀하고 L2(제2언어 또는 외국어)로서 교사언어의 특징을 이해하고자 하는데 있다. 수업관찰과 녹화를 한 후 기존의 코딩체계를 이용하여 교실수업 상호작용을 분석하여 독특한 특징을 기술하고 해석하였다. turn-taking(말 순서) 빈도와 형태소와 단어로 본 발화의 mean length(평균 길이)을 분석한 결과에 따르면 연구 참가자들이 동등한 기회를 가지는 것으로 나타났다. KFL교사가 사용한 strategy(전략)로 학생들과 계속해서 negotiation process(협상과정)를 가지고, 개개인의 한국어 능숙도에 따라 개별질문의 복잡성을 차별화하는 것이 발견되었다. 또한 clue(단서제공), confirmation(확인), recast(고쳐 말하기)와 think-aloud(소리내어 생각하기)같은 다양한 목적을 위한 repetition(반복) 전략 등이 사용되었다. 연구 결과를 바탕으로 EFL(English as a foreign language)뿐만 아니라 KFL를 위한 교육적 시사점을 제시한다. (고려대학교, 신라대학교)

This paper presents an error analysis on classroom discourse of non-native Korean language teachers by focusing on their ‘teacher talk’. The purpose of this study is to analyse linguistic errors in the discourse of non-native trainees who finished a Korean language teacher training program and to present useful data for non-native Korean teacher education. Ten Korean classes were videotaped, transcribed and analysed. The results show that there are verbal errors such as pronunciation, grammar, vocabulary & expression and pragmatic errors, and non-verbal problems such as kinesics and paralanguage in their classroom discourse. Among the total 498 verbal errors, pronunciation errors(397, 79.7%) appeared the most frequently, and grammatic errors(79, 15.9%), vocabulary & expression errors(11, 2.2%) and pragmatic errors(11, 2.2%) appeared with subsequent frequency. As for non-verbal aspects, problems in gesture, facial expression, posture, and oculesics were observed in two teachers' behaviors, and intonation problems were observed in most of the teachers' discourse. According to the results of the research, their linguistic problems could cause such negative influences on the classroom interaction process as: 1) inaccurate input, 2) inappropriate feedback, and 3) communication breakdowns in teacher-student interactions.

This paper tried to make clear the factors leading the classroom discourse with the continuous interaction between a teacher and learners focused on smooth communications through the analysis of classroom discourse in KFL(Korean as a Foreign Language) class. It was confirmed again that in order to lead smooth communications in KFL class, the role of the teacher is very important. Among others, it was found that the topic of the class schemed out by the teacher, the aspects of teacher’s response, teacher’s class operation etc affect significantly on the interactions among the participants of the class. It was cleared that regarding the topic of the class, the first important factor affecting the interaction, the selection of it attractive to the learners and the proper alteration of such a topic cause the smooth communication between the teacher and the learners. Next one is the aspect of teacher’s response against the learners’ response after teacher’s initiation to be identified that the teacher’s nonverbal response cause the positive feedback from learners to encourage their desire of speech to lead them to continuous interaction. In addition it was ascertained that the disconnection of the interaction was overcome by helping them in a verbal response with teacher’s provision of various scaffolding for the learners not only to find and correct the errors for themselves but to speak. Lastly the pattern of turn-allocation which is the essential factor for verbal discourse enabling all the learners to participate in the classroom discourse by turning equal allocation to the various learners and adjusting the order of speech with the consideration of learners’ character, was recognized as a way to promote the interaction.

Kim, Jin-Seok. 2013. On the Directions of Improving EFL Learners’ Interactional Competence in the Primary Classroom Discourse. Korean Journal of Linguistics, 38-4, 875-893. The purpose of this study is to suggest the direction of improving EFL learners’ interactional competence in the primary classroom discourse, and to suggest the checklist of evaluating teacher talk and pupil talk at the elementary level. In order to devise the checklist, Walsh(2011)’s SETT(self-evaluation of teacher talk) was revised considering EFL situation. The classroom activities were recorded, and the recordings were analysed in terms of the checklist. The results indicate that the features of interactions between teacher and student such as content feedback, referential questions, and clarification, were not implemented appropriately. Thus, in this paper, it is suggested that teachers need to improve EFL learners’ interactional competence considering scaffolding, content feedback, questions, wait-time, and they should design lesson plans based on small-group work in the language classroom to make learners more interactive in longer turns of talk. (Seoul National University of Education)

본 논문은 일본의 우경화 정치에 따른 ‘젠더 백래시’ 담론 가운데 학교교육 현장의 사례내용을 중심으로 담론을 조사 분석하여 그 영향을 고찰하고자 하는 것이다. 본 연구는 젠더시점과 ‘젠더 백래시’ 문제의 관점으로 일본의 우경화를 지탱하는 우경화 정치와 교육과의 관련성을 밝혀내는 데 그 목적이 있다. 더 나아가 본 연구결과를 통하여 한일관계 및 한일양국의 젠더평등에 미치는 영향과 학술적 정책적 의미 즉 시사점을 알아보고자 한다. 1990년대 이후의 일본의 우경화와 함께 젠더 백래시 움직임도 진행되어 왔다. 일본사회의 젠더 백래시 현상과 백래시파 의 주장과 논리는 보수사상의 내셔널리즘과 깊이 관련되어 있다. 특히 일본군‘위안부’에 관한 담론과 교과서 기술문제는 일본의 대표적인 백래시 사례 중의 하나이다. 이러한 문제는 일본의 정치 우경화가 그 배경에 있다. 그리고 그 구체적인 사건･사례 중에는 한일관계의 정치외교, 역사인식 문제와도 깊이 결부되어 있다. 특히 젊은이들의 의식과 태도를 형성시키 는 요소로서 교육은 매우 중요하다. 본론 4장에서는 백래시파에 의한 교과서 공격의 사례로서 ①가정과교과서와 ②역사교 과서의 일본군‘위안부’ 기술문제에 관한 담론과 그 영향에 대해 고찰하였다.

This paper aims to examine the impact of the discourse by examining and analyzing the case contents of the school education site among the ‘Gender backlash’ discourse based on Japan’s rightist politics. The purpose of this study is to discover the relevance of the rightist politics and education that supports Japan’s rightward shift from the perspective of the Gender and ‘Gender Backlash’ issues. Furthermore, through this research, we are going to find out the impacts on the relationship between Korea and Japan and on the Gender equality between Korea and Japan, and the implications of the academical and the meaning of policy, namely the implications. Along with Japan’s rightward shift since the 1990s, the Gender backlash movement has also been underway. The Gender backlash phenomenon in Japanese society and the claims and logic of the Backlash faction are deeply related to the nationalism of conservative ideas. Especially‘Japanese military sexual slavery’discourse and Japanese textbooks description problem is one of the backlash cases. This problem lies in the background of Japan’s rightist politics. And among the specific affairs and cases, it is also deeply related to the political diplomacy and history recognition of Korea-Japan relations. Education is especially important as a factor that shapes the consciousness and attitude of young people. In chapter 4, It is considered the point ① home economics text books and ② ‘Japanese military sexual slavery’ of Japanese history textbooks in discourse and its impact on description issues, as an attack case of the textbook by Gender backlash faction.

The purpose of this paper is to address why understanding the nature ofclassroom discourse is important as well as explore how the classroomdiscourse affects student learning and participation. A body of relatedliterature was reviewed to answer the following four queries: (a) whatcommunicative competence in classrooms means, (b) what classroomdiscourse means and how various interpretations have been made on theconcept of classroom discourse, (c) what roles participation structureplays in the classroom discourse, and (d) why the approach ofethnography of communication can be beneficial in the study ofclassroom discourse. The article ends by drawing some researchsuggestions and pedagogical implications. It has significance in that itmay invoke practitioners and researchers to acknowledge the importanceof classroom discourse and ongoing research in relation to classroomdiscourse.

김규현. 2002. Interactive Classroom Discourse as Context of Learning and Socialization. 사회언어학, 10(2). 본 논문에서는 초등학교 국어 교실학습 맥락에서 수행되는 학습 활동을 대상으로, 교사와 학생간의 상호작용을 통해 구성되는 교실담화의 비대칭적 구조의 한 측면을 대화분석 및 민족방법론의 시각에서 살펴보고자 하였다. 특히 학습자가 수업과제를 수행할 때 적용하는 상식적 지식 및 개인적 경험이 어떻게 학과내용에 적절한 형태 및 내용으로 전환되는지에 중점을 두고, 교사와 학생이 주어진 과제를 다루는 데 취하는 관점의 차이가 교섭, 유지 혹은 해소되는 과정의 일면을 미시적으로 조명하고자 하였다. 이러한 교사-학습자의 관점의 차이를 분석하는데 있어서, 본 연구에서 분석대상으로 살펴본 교실 활동에서 적절한 수식어를 찾는다거나 여름방학 중 가고 싶은 곳을 제시하는 과제 수행의 절차적 측면을 Sacks(1972)가 제시한 항목(categories) 및 해당 항목의 집합체인 소속 항목화 장치(membership categorization devices)의 개념에 토대를 두어 분석을 하였다. 교실담화에서 드러나는 교사와 학습자의 관점의 차이는, 주어진 학습과제와 관련된 구체적인 항목을 찾아내는 데 있어서 서로 상이한 항목기반 활동/자질(category-bound activities/features)을 전제하고 그에 의거하여 행위를 수행하는 데 연유함을 지적하였다. 즉 학생은 상식적 지식과 개인적 경험에 충실한 기능적 항목기반 활동/자질에 비추어 해당 항목을 찾아내는 데 중점을 두는 반면, 교사는 교과서 내용에서 제시된 학습목표에 의해 형태 및 의미적으로 제한되는 영역에 속하는 항목기반 활동/자질에 의거하여 해당 항목을 찾아내는 데 중점을 두는 것으로 분석하였다. 이러한 관점의 차이가 교섭되고 유지 혹은 해소되는 학습 과정을 통하여, 학습자가 학교 교실 사회에서 적절히 '학생'으로서의 역할을 수행하는 과제를 배워나가는 사회화 과정의 일면을 볼 수 있음을 제시하였다.

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

Lee, Yoan. 2010. Using cultural categories in language classroom discourse. Discourse and Cognition 17.2, 69-94. Culture is a constant companion in the language education curriculum; it is an important object of teaching while teaching itself can be considered cultural. The question is to what extent cultural phenomena can be described analytically from within the local contingency of classroom interaction; after all, it is through social interaction that we encounter, act on, and thus experience culture. In prior research, language classrooms are analyzed in reference to underlying cultural categories with particular focus on the nonnative identities of the students. This line of research, however, takes for granted the detailed ways in which the participants discover and act on cultural categories. Building on Harvey Sacks’ revolutionary work on membership categories (1972) in conversation analysis (CA), the present study argues that the parties to classroom interactions recognize and produce categories in their talk and their categorical works influence the discourse forms they use. Based on the transcribed talk exchange in college classrooms in USA and Korea, this paper offers an alternative way to examine how categories are used in classroom interaction and what forms of discourse are generated (Sogang University)

The main purpose of this paper is to identify typical discourse patterns of EFL classes and to enhance the sensitivity of the complex socio-cultural aspects involved in discourse patterns. This study assumed that language learning is a process of competent participation in socio-cultural language practices. The data were collected from four groups of two courses (General English and Screen English) to compare the ways teachers and students perform discourse patterns. The collected data were analyzed focusing on multi-dimensional approaches in interaction formulas: IRF (Initiation-Response-Feedback), ICs (Instructional Conversations), MP (Modeling - Practicing), CEQR (Comment - Elaborative Questioning -Response), CCF (Conversation-Corrective Feedback), CMIR (Contingency Management Instruction-Response), OEQA (Open Ended Questioning -Answering), QEC (Question-Explaining Conversation) ACNB (Any Cases Not Belonging). Data analysis from various sources (scripts of video-recordings, frequency counts, and interviews) indicated that to some extent the discourse patterns were different due to the course type and its objectives. The result indicated that the teachers and students changed their discourse patterns depending on the course types. Such choice of discourse patterns of contingent interaction is related to various topics to be dealt with in the particular course. (200)