Previous researches on questions have been conducted from different viewpoints and various perspectives and been consistent, but it has been pointed out as a problem that those s merely observed and evaluated instructional communication based on communication outside the classroom without considering the fact that instructional communication was task-centric planned discourse.
This study thus set out to analyze the usage patterns of questions in instructional communication under the goal of analyzing the diverse types and functions of teacher's questioning sequences in an interactive process between teachers and learners.
The patterns of teachers' questions in instructional communication were examined according to the IRF sequence proposed as an analysis criterion in Chapter III. Here IRF is a typical type of classroom interaction taking place around teachers. The study, however, found that teachers were using the functions of questioning in various ways for learners in an interactive process and that the IRF structure was manifested in many different forms, being expanded.
Teachers were using the functions of questioning in various ways to help learners enhance their communication skills in an interactive process between them. First, teachers "checked the learners' comprehension" to check the students' understanding of display learning and facilitate their interactions with them by inducing prior knowledge in the analysis of teachers' questioning in the beginning stage. They also adjusted the speech of the next stage according to the learners' reactions. Those patterns, however, all repeated teachers' induction and learners' responses as a typical type of classroom interaction. In "convergent questioning for response focalization," the teachers put all the learners on the plane of communication with questions for attention concentration and encouraged them to understand and participate in conversations. In "divergent questioning for approaching the topic," the teachers also placed all the learners on the plane of communication and had them understand and participate in conversations. However, they failed to approach the topic in some cases by exhibiting a simple form of questioning and answering between teachers and learners.
Secondly, the analysis of learner responses according to teachers' questions looked into "conversion of codes for meaning estimation" and "conversion of codes for meaning clarification requests." The learners expressed partial or entire content that was difficult for them to express in their native tongue and made a request for code conversion to the other, thus completing their responsive utterance.
Finally, the analysis of teachers' feedback according to learners' reactions delved into "provision of additional information," "correction of errors," "code conversion" and "interest induction and encouragement." The teachers expanded instructional communication further by providing learners with additional information through feedback. They also corrected the learners' errors through repetitive or selective questioning rather than using terms of negative judgment such as "You're wrong" or "That's not it" and converted partial or entire content that was a problem for the learners in the target language into English to have them understand inductive utterance more easily and facilitate the completion of responsive utterance. However, they sometimes created a negative factor for learning objectives by converting codes too much. While they induced the learners to take active part in interactions, they failed to form sympathy with the learners and suspended communication by being unable to utilize the functions of joke-style questioning properly.
The study is significant in that it examined the usage patterns of questioning functions among teachers by recording, transcribing, and analyzing actual communication in the classroom of Korean for beginners. Teachers will be able to find effective and diverse strategies to use those functions and put them into practice for natural interactions with learners by understanding and testing their own utterance in instructional communication and discovering its advantages and disadvantages.
，韩语论文范文，韩语论文题目 |
