{"title":"A comparative analysis of teacher talk in solo and team teaching","authors":"Jeong-Ryeol Kim, B. Stoakley","doi":"10.17250/KHISLI.33..201609.002","DOIUrl":null,"url":null,"abstract":"Kim, Jeong-ryeol and Bryan Stoakley. 2016. A comparative analysis of teacher talk in solo and team teaching. Linguistic Research 33(Special Edition), 29-51. Despite the benefits of team teaching, it poses significant challenges to the role of local English teachers. Teacher roles, one of such challenges by investigating interactive teacher talk comparing team teaching against solo baseline teaching of the English program in Korea (EPIK) was investigated via this paper. More specifically, instructional language (Korean/English), question types, instructional registers (regulative/ instructional/feedback), and interactive feedback was addressed. The method employed was sampling three sets of team teaching and solo teaching of the same language skills and lessons using the same English textbook in the same area of elementary schools for an appropriate comparison. Their entire teacher talks of the lessons were recorded and transcribed. The transcription of two sets of data was compared by different categories of teacher talk. The analysis results show that native English assistant teachers (NEATs) are more alike to solo Korean teachers of English while Korean teachers of English in team teaching play assisting and mediating roles between NEATs and students. The currently observed role change between NEATs and Korean teachers requires serious attention since the national curriculum is designed for Korean teachers of English to play major roles in teaching English classes. (Korea National University of Education)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"174 1","pages":"29-51"},"PeriodicalIF":0.4000,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistic Research","FirstCategoryId":"1092","ListUrlMain":"https://doi.org/10.17250/KHISLI.33..201609.002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 2
Abstract
Kim, Jeong-ryeol and Bryan Stoakley. 2016. A comparative analysis of teacher talk in solo and team teaching. Linguistic Research 33(Special Edition), 29-51. Despite the benefits of team teaching, it poses significant challenges to the role of local English teachers. Teacher roles, one of such challenges by investigating interactive teacher talk comparing team teaching against solo baseline teaching of the English program in Korea (EPIK) was investigated via this paper. More specifically, instructional language (Korean/English), question types, instructional registers (regulative/ instructional/feedback), and interactive feedback was addressed. The method employed was sampling three sets of team teaching and solo teaching of the same language skills and lessons using the same English textbook in the same area of elementary schools for an appropriate comparison. Their entire teacher talks of the lessons were recorded and transcribed. The transcription of two sets of data was compared by different categories of teacher talk. The analysis results show that native English assistant teachers (NEATs) are more alike to solo Korean teachers of English while Korean teachers of English in team teaching play assisting and mediating roles between NEATs and students. The currently observed role change between NEATs and Korean teachers requires serious attention since the national curriculum is designed for Korean teachers of English to play major roles in teaching English classes. (Korea National University of Education)
Kim, Jeong-ryeol和Bryan Stoakley, 2016。单独与团队教学中教师话语的比较分析。语言学研究33(特别版)，29-51。尽管团队教学有好处，但它对当地英语教师的角色提出了重大挑战。本文通过对韩国英语项目(EPIK)中团队教学与单独基线教学的比较，对教师角色这一挑战进行了研究。更具体地说，教学语言(韩语/英语)、问题类型、教学寄存器(规范/教学/反馈)和互动反馈得到了解决。采用的方法是在同一地区的小学采用同一种英语教材，对同一语言技能和课程进行三组小组教学和单独教学，以便进行适当的比较。老师讲课的全部内容都被录了下来。两组数据的转录通过不同类别的教师谈话进行比较。分析结果表明，以英语为母语的助理教师更倾向于独立的韩国英语教师，而团队教学中的韩国英语教师则在助理教师与学生之间发挥着辅助和中介作用。由于国家课程是为了让韩国英语教师在英语教学中发挥主要作用而设计的，因此，目前观察到的neat和韩国教师之间的角色变化值得关注。(韩国教育大学)
期刊介绍：
Linguistic Research is an international journal which offers a forum for the discussion of theoretical research dealing with natural language data. The journal publishes articles of high quality which make a clear contribution to current debate in all branches of theoretical linguistics. The journal embraces both synchronic and diachronic perspectives, and carries articles that address language-specific as well as cross-linguistic and typological research questions. The journal features syntax, semantics, morphology, phonology, phonetics, and pragmatics and is currently published quarterly (March, June, September, and December), including the special September issue with a particular focus on applied linguistics covering (second) language acquisition, ESL/EFL, conversation/discourse analysis, etc. All submitted manuscripts are subject to initial evaluation by the Editors, and, if found suitable for further consideration, to double-blind peer review by independent expert referees.
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