초등영어 교수전략으로서의 제스처 분석

• 영문명: Gesture as a teaching strategy in the primary English class: Comparing English native teachers and Korean teachers
• 발행기관: 한국초등영어교육학회
• 저자명: 노경희(No, GyeongHee)
• 간행물 정보: 『초등영어교육』제16권 2호, 7~28쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.08.30

영문 초록

Teachers make use of both verbal and nonverbal language to facilitate learners’ comprehension. The verbal mode of teacher communication has been extensively examined, but the nonverbal mode has not received equal attention. In order to examine pedagogical values of teachers’ gestures in the primary English class, the present study analyzed 12 pairs of classes by two groups of teachers (English natives and Koreans) in terms of the class, type and function of the teachers’ gestures. The results showed that the native teachers made use of various types of gestures whereas the Korean teachers restricted themselves to a small sample of gestural types. The native teachers tended to gesture for communicative purposes whereas the Koreans did so for cognitive purposes: Korean teachers’ gestures functioned as ‘thinking hands’ rather than ‘helping hands,’ as shown by the large quantities of adaptors. This study suggests that teachers need to develop their ‘teacher gesture’ repertoires, which are very important communication resources in classroom teaching.

목차

I. 서론

II. 이론적 배경

III. 연구방법

IV. 연구결과 및 논의

V. 결론 및 제언

키워드

비언어적 의사소통 제스처 교수전략 nonverbal communication gesture teaching strategy