어휘학습을 위한 언어 입력의 제공원으로서 원어민, 비원어민 교사, 교재 비교 연구

• 영문명: A comparative study of native and non-native teacher talk, and the course book as a source for English vocabulary input
• 발행기관: 한국외국어교육학회
• 저자명: 신동광(Shin, Dong Kwang)
• 간행물 정보: 『Foreign Languages Education』Vol.22 No.4, 181~200쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.12.30

영문 초록

The present study aims to compare teacher talk and the course book used as a source of vocabulary input. For the research purpose, part of Yenny Corpus (Kwon, 2013) was used to analyze the vocabulary content of the two input sources. Yenny Corpus consists of a total of 247,398 words collected from EFL classes of four native and five non-native university lecturers. In this study, however, the data of 1,416 words by the native teachers and 1,651 words by the non-native teachers with their course book scripts were used. To analyze the quantity and quality of the vocabulary use (e.g., level, diversity) of the two input sources, some representative word lists such as BNC-COCA 25,000 word family list topped on Range Program (Heatley & Nation, 2002) were applied. The results show that the teachers (including both native and non-native teachers) orally provide 8,090 word types while their course books introduce 4,713. The non-native teachers provide a little more vocabulary input compared with the native teachers’ talk. In addition, the level of the vocabulary provided by the non-native teachers seems more appropriate for their students’ vocabulary ability. Nevertheless, in order to generalize the findings further research is needed in different settings.

목차

I. 연구목적

II. 이론적 배경 및 선행연구

III. 연구 방법

IV. 결과 및 논의

V. 결론

참고문헌

키워드

교사 발화 코퍼스 교재 코퍼스 원어민과 비원어민 교사 발화 분석 어휘학습 teacher talk corpus course book corpus native and non-native teacher talk analysis vocabulary learning