지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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From a conversation analytic perspective, this paper undertakes the sequential analysis of students' oral reading initiated by teachers during teacher-student interaction. Extracted from 14 Korean elementary school EFL lessons collected on video, the sequences that contain teachers' initiation and students' reading and the surrounding talk were closely examined. The major finding is that students' oral reading serves a range of instructional purposes: practicing through repetition, marking closure, preparing for what is about to unfold, collaborating in knowledge presentation, rendering key linguistic information, and presenting and checking students' written work. Based on this observation, this paper argues that students' oral reading predominantly occurs as part of or in conjunction with a larger instructional activity, rather than with an exclusive instructional focus.
목차
등록된 정보가 없습니다.
참고문헌 (26)
참고문헌 신청
Albright, L. K. / 2005 / Tapping the potential of teacher read-alouds in middle schools / Journal of Adolescent & Adult Literacy 48(7):582~591
Amer, A. A. / 1997 / The effect of the teacher's reading aloud on the reading comprehension of EFL students / ELT Journal 51(1):43~47
Anderson, G. / 1984 / A Whole Language Approach to Reading / University Press of America
Ash, G. E. / 2008 / Analyzing “inconsistencies” in practice:Teachers' continued use of round robin reading / Reading & Writing Quarterly 25(1):87~103
Brooks, M. D. / 2015 / “It's like a script”: Long-term English learners' experiences with and ideas about academic reading / Research in the Teaching of English 49(4):383~406
Amer, A. A. / 1997 / The effect of the teacher's reading aloud on the reading comprehension of EFL students / ELT Journal 51(1):43~47
Anderson, G. / 1984 / A Whole Language Approach to Reading / University Press of America
Ash, G. E. / 2008 / Analyzing “inconsistencies” in practice:Teachers' continued use of round robin reading / Reading & Writing Quarterly 25(1):87~103
Brooks, M. D. / 2015 / “It's like a script”: Long-term English learners' experiences with and ideas about academic reading / Research in the Teaching of English 49(4):383~406
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