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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제39권 제1호
- 발행연도
- 2023.3
- 수록면
- 53 - 77 (25page)
- DOI
- 10.17154/kjal.2023.3.39.1.53
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초록· 키워드
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This paper investigated how experienced English as Foreign Language (EFL) teachers adapt language when giving feedback, especially in large class sizes where learners have low language proficiency. Particular attention was paid to how teachers use language to extend learning opportunities and interactions to the whole class after completing the one-to-one Initiation-response-feedback (IRF) sequence. With the use of classroom videos and Conversation Analysis (CA) research methods, the feedback of three experienced EFL teachers was analyzed intensely. The results revealed that experienced EFL teachers were flexible in adjusting the tone and content of the feedback and, crucially, that in large classes of beginners in language learning. Teachers mostly offered another one-to-many question or interactive invitation immediately after the one-to-one IRF, which extended the learning opportunities and participation to the whole class, i.e., somehow enhancing the learning opportunities and participation of the whole class. Throughout this article, it is hoped that the language used by teachers in large classes mentioned therein will provide some reference and practical techniques for instructors in comparable situations, particularly in providing effective feedback.
목차
I. INTRODUCTION
II. LITERATURE REVIEW
III. METHODOLOGY
IV. FINDINGS
V. DISCUSSION
VI. CONCLUSION
REFERENCES
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