Since 1997, English curriculum has started in elementary schools in Korea. At the same time, there were lots of English programs that developed from various kinds of English private institutions also. An effort of the governmment has now been launched to accomplish a distinct step forward in public English education which includes after -school systems. A study to uncover certain features of utterances and interactions in the after-school English classes will help to provide English educators and practitioners with a way of improving advancing after-school English systems focusing on the effective way of teaching lower grade students.
The purpose of this study is to analyze interaction between teachers and students in first and second graders' after-school classes in order to develop students' communication skills, Communicative Language Teaching should be utilized to investigate the main types of interactions, and how each interaction a teacher may give provides students with opportunities to have meaningful communication.
For this study, three types of teachers were categorized according to their nationality, culture and mother tongue: ENT(English Native Speaker Teachers), KNT(Korean English Native Teachers) and KT(Korean English Teachers). There were a total of ten classes observed instructed by five different teachers consisting of two from each five teachers' classes(2 ENT, 2KNT, 1KT). The data was collected through classroom observations and all ten classes were audio-taped. The researcher's field notes and interviews with teachers were also included.
The results of this analysis are as follows. First most utterances observed were initiated by the teachers through giving information, asking display questions, and giving directions to students in after-school English classes.
Second, the most frequent type of students' speech was dependent on conversation whereby the teacher took lead Furthermore, students speech was more active when they express their opinion to teachers and fellow students in after-school English classes.
Third, data showed that lesson including supplementary activities improved students active talk and stimulated interactions between teachers and students than only did textbook activities.
Fourth, native language of teachers had influence with their classroom English use despite the fact that all teachers had excellent English use ability. Additionally students showed 85% of English-speaking by virtue of dependent talk through answering and following the teachers' speech.
These results led to the conclusion that, first of all, the teacher thinks himself to be the most important factor in the after-school class. Especially for first and second graders, the English teacher is their core role model so teachers should have their own teaching aids as a after-school English teacher and be trained to utilize their English competence.
Second, teachers need help recognizing the importance of interaction and developing their teaching ability as using effective communication strategies to students. Teachers also study the structure of textbook activity and make creative supplementary activities for active interactions with students and always providing students with more opportunities to have a choice to speak which results in a successful after-school English class with more active interaction could be expected.
Third, with all these efforts a strict after-school program system should be established. The school evaluates the entire process of after-school class operation and reflects the requirements of education.
Therefore this after-school English program could realize the aspirations of efficient English education for lower grade students and improve public English education systems.
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