학문 목적 교양 한국어 수업에서의 교사 질문 분석 연구

• 영문명: A Study on the Analysis of Teachers’ Questions in the Korean Classroom for Academic Purposes: Focusing on Problem-Based Instruction
• 발행기관: 국제한국어교육학회
• 저자명: 공하림
• 간행물 정보: 『한국어교육』29권 3호, 1~24쪽, 전체 24쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2018.09.30

영문 초록

The purpose of this study was to analyze teachers’ questions in the actual general Korean classroom for academic purposes and identify types of questions. The results of the question analysis by type identified 713 teacher’s questions in total: echoic questions made up 41% while epistemic questions were 19.3% and expended question turned out to make up 39.7%. ‘Comprehension check questions’ were 29%, which was a major part in the echoic question. ‘Referential questions’ were a major part in the epistemic question. Also, the research discovered that ‘knowledge integration’ questions held the largest majority in expended questions. Since the teacher-led lecture was often conducted in the problem-presentation stage, the percentage of Echoic question was high; and moreover, the problem-solving stage promoted to come up with more improved solutions of the problem. In the outcome and presentation stage, it was discovered that the questions aimed to check understanding of content in the subject and expand thoughts. Therefore, it is necessary to develop strategies for teacher’s questions by phase and further conduct research on the interaction between learners and teacher’s questions in the future. (Jungwon University)

목차

1. 서론

2. 이론적 배경

3. 연구 방법

4. 분석 결과

5. 결론

참고문헌

키워드

학문 목적 한국어 수업 교사 질문 반향적 질문 지식적 질문 확장적 질문 Korean classroom for academic purposes Teacher questions Echoic questions Epistemic questions Expended questions