교실 내에서의 교사-학생 간의 상호작용은 교실 학습 환경에 관한 연구 분야에서 중요한 요소의 하나이다. 이 연구는 교실상호작용을 위한 분석 시스템의 하나인 Flanders의 상호작용분석 카테고리를 이용하여 한 한국 대학 내의 두 영작문 수업에서 일어나는 일을 살펴보 ...

교실 내에서의 교사-학생 간의 상호작용은 교실 학습 환경에 관한 연구 분야에서 중요한 요소의 하나이다. 이 연구는 교실상호작용을 위한 분석 시스템의 하나인 Flanders의 상호작용분석 카테고리를 이용하여 한 한국 대학 내의 두 영작문 수업에서 일어나는 일을 살펴보는 것을 목적으로 한다. 이 연구의 참여자는 두 명의 선생님과 그들 교실의 각 34명의 학생들이다. 데이타 수집을 위해 상호 작용 카테고리의 양적인 면에 초점을 두어 여덟번에 걸쳐서 두 교실의 수업을 관찰하고, 이를 오디오 테이프에 녹음하여 필사하였다. 결과는 교사 활동, 학생 활동, 그리고 침묵과 혼란에 관한 카테고리에서 두 수업 사이에는 매우 큰 차이가 존재하였다. 이 연구는 같은 학교 환경 하에 놓여 있는 두 영작문 수업이 어떠해야 한다는 일반의 선입견을 확인해 보는 것이 아니라 과연 어떠한 모양으로 두 영작문 수업이 서로 다를 수 있는 지에 관해 촛점을 두고 교실 상호 작용을 분석한 것에 그 의의가 있다고 할 수 있을 것이다.

Teacher-student interaction in classrooms can be considered as an important part in the field of classroom learning environments. The present study aims to examine what actually happens inside two EFL writing classrooms at a Korean university, adoptin ...

Teacher-student interaction in classrooms can be considered as an important part in the field of classroom learning environments. The present study aims to examine what actually happens inside two EFL writing classrooms at a Korean university, adopting an analysis system for classroom interaction, Flanders Interaction Analysis Categories. The participants in this study were two groups of people: two teachers and each of their thirty-two students. The data comprise quantitatively focused classroom observations for each of eight sessions in the two classrooms, and these were audio recorded and transcribed. The findings revealed a clear distinction between the two classrooms, showing a sharp contrast between teacher talk, student talk, and silence or confusion. This study focused on in what ways the two classrooms are different in the same institutional context, and not on testing other people's prescriptions for what they think should happen there.

Teacher-student interaction in classrooms can be considered as an important part in the field of classroom learning environments. The present study aims to examine what actually happens inside two EFL writing classrooms at a Korean university, adoptin ...

Teacher-student interaction in classrooms can be considered as an important part in the field of classroom learning environments. The present study aims to examine what actually happens inside two EFL writing classrooms at a Korean university, adopting an analysis system for classroom interaction, Flanders Interaction Analysis Categories. The participants in this study were two groups of people: two teachers and each of their thirty-two students. The data comprise quantitatively focused classroom observations for each of eight sessions in the two classrooms, and these were audio recorded and transcribed. The findings revealed a clear distinction between the two classrooms, showing a sharp contrast between teacher talk, student talk, and silence or confusion. This study focused on in what ways the two classrooms are different in the same institutional context, and not on testing other people's prescriptions for what they think should happen there.

I imagine that the practitioners in the field of writing pedagogy in Korea are interested in the practices of writing in English, because they may recognize that writing in English is more than just a mechanical skill. I also expect that most of the r ...

I imagine that the practitioners in the field of writing pedagogy in Korea are interested in the practices of writing in English, because they may recognize that writing in English is more than just a mechanical skill. I also expect that most of the readers are concerned with writing in English in Korea as part of a wider interest in how teachers and students talk in their writing classrooms. I hope they will also find that the social approaches to writing in English which will be adopted in this study will enable them to reflect on their own experiences as teachers and students, and that this will allow them to bring fresh insights to the understanding of the teaching and learning of writing in English in Korea. The well-tried, reliable and easy observation system used in this study can be applied to interaction analysis in any contexts inside classrooms. It might generate numerical data which will tell us about a number of aspects of writing pedagogy in an institutional setting