The purpose of this study is to explore the teacher talk and the factors that influence teacher talk in CBI in English in the elementary science classroom.
For this purpose, the experimental instruction was given to the fourth grade class in G e...
The purpose of this study is to explore the teacher talk and the factors that influence teacher talk in CBI in English in the elementary science classroom.
For this purpose, the experimental instruction was given to the fourth grade class in G elementary school in Busan. The video-taped data of this instruction was transcribed and analyzed both quantitatively and qualitatively: the amount of teacher talk in class, as well as the forms, functions and the feedback of the teacher's questions were analyzed. As a result of analyzing the collected data, the findings were obtained as follows:
First, the most important factor that influenced the extent of the teacher's English talk was the teacher's preparation and practice for CBI of English and Science classes. The reason for this was that teachers needed more time to prepare the lessons than regular English class because CBI of English and Science class had many technical terminologies and complicated sentences.
Secondly, there were more comprehension check questions and repetitions of student talk compared to a regular English class. The reason could be that the teacher had a burden of teaching not only English skills but also the knowledge of science, and checking the students' understanding.
Thirdly, the class progressed with teacher centered instruction ; teacher talk accounted for 85% and student talk 15%. Student talk only consisted of yes/no answers to the teacher's questions, so there were no questions formed by the students and no sentence structured answers.
Fourthly, there was little teacher feedback for eliciting the correct form of student talk, and no metal-linguistic feedback. It is apparent that teacher focused on the acquisition of knowledge about science and natural communicative ability and not learning the function of linguistics.
Conclusively, this study had been performed during just nine lessons within approximately three months. As a result, gradual changes and improvements in teacher talk could not adequately be observed. At least one year further study, having one class recorded and analyzed for CBI English and science is required. The deliveries including various visual analyses, improvements in students' vocabulary and the effects of CBI English for teacher talks might be achieved by following activities that contribute to establishing standard lesson plans of CBI for improving communicative capability.
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