The goal of this research is that look into Teacher's Guidebooks reflect role of teacher as a ‘facilitator of interaction’ who is the person elicits authentic communication from students through an Analysis of Question Types in Teacher's Guideboo...
The goal of this research is that look into Teacher's Guidebooks reflect role of teacher as a ‘facilitator of interaction’ who is the person elicits authentic communication from students through an Analysis of Question Types in Teacher's Guidebooks for KSL Standard Korean Textbooks which is developed to Korean teachers teaches multicultural students. Also, I want to discuss about improvement direction of the Teacher’s Guidebooks.
In second language education, Questions of teachers has been studied as action makes all the difference to interaction in classes. Besides, most interaction in classes starts from teacher's questions and it makes students can get different chances to practical communications or speech's type of them. As specified in ‘KSL curriculum(2012)’, to forward students' capability of communication, questions suggested in Teacher's Guidebooks have to analogous to authentic questions of their daily life outside classes. Outside classes, display questions - questioner knows answer - happen more than referential question - questioner does not knows answer. Therefore, I need to analysis display questions and referential question divisively to grasp that questions of Teacher's Guidebooks analogous to authentic questions.
To attain this end, first, I study related theory of teacher's questions and advanced researches. Second, I discuss question definitions of this research and select standard of analysis from ‘Long and Sato(1983)’ - classified question types by function - and ‘Lee Jin Young(2007)’ - classified question types by contents. Third, I sort questions by selected method analysis to objective analysis. Forth, I analysis sorted questions and try to make sure how question types change by questions' function and contents in step of teaching/learning and Teacher's Guidebooks. Following is the analysis result of this.
First, KSL Standard Korean Textbooks - developed reflect ‘KSL curriculum(2012)’ to capability cultivation of communication - dominantly suggest about 70% display questions block speech chance of students. Also, they made beginning and intermediate level with no grade because there do not have difference to question distribution in Elementary/middle/high grade Guidebooks. But, it could not reflect cognitive and verbal development level with learner's ages. As s contents, it mainly suggest display questions as educational aspect like ‘The body of a book, questions to comprehension of presented material's contents’ and ‘questions to comprehension of lecture’. It is in accord with goal of learner’s achievement but, we cannot expect to communicational classes. In referential questions, it could not suggest various question types because mainly suggest ‘questions to fact’.
Second, following is analysis of question types by step of teaching/learning. Introduction stage of the book cannot do as a role of preparatory stage to main class with invigorate background knowledge and induce to interest and concern of learners because it dominantly suggest display questions. In development stage, it dominantly suggest display questions in Elementary/middle/high grade Guidebooks. As display question types by contents, it mainly suggest display questions as educational aspect like ‘The body of a book, questions to comprehension of presented material's contents’ and ‘questions to comprehension of lecture’ also, it inadequately suggest questions to general fact or shared fact with learners and teachers like introduction stage. In referential questions, it mainly suggest questions to fact and inadequately suggest questions to opinion or a reasons about that. In development stage, there are subdivide steps as conversation, vocabulary, grammar, listening, speaking, reading, writing. In conversation, vocabulary, grammar steps, display questions can predominate to learn exact grammar and vocabulary but, it does not suggest referential questions with various contents although, it include four language functions as listening, speaking, reading, writing. Besides, in finishing stage of ‘Elementary/middle/high grade Guidebooks’, it suggests display questions by 90% and mainly suggests questions to comprehension of class’s contents. If teachers use this Teacher's Guidebooks, they will block speech chance of learners and they will finish class by leading role.
From these result of analysis, I suggest examples of question and improvement direction of KSL Standard Korean Textbooks. I select example questions in High grade Guide Books 1 suggest display questions substantially and revise/ supplement questions of existing guide books because teachers can provide a speech chance to learner also, they can lead meaningful communication from learners. I suggest additional needs of questions to opinion's reason or base from learners' experience or information because these can induce their interest and participation also, these provide speech chance of learners. And I suggest question types to provide speech chance and lead meaningful communication from learners by teaching and learning steps.
This research will be able to meaning about that I examine question types in KSL Standard Korean Textbooks and discuss to improvement directionof teacher's questions to meaningful communication. However, this research has limit because it includes only display and referential questions. In further study, I believe that I need intimately study to question types in reading text or comprehension/expression field.
참고문헌 (Reference)
|
