상호교류적 교사언어: 교사훈련 과정에로의 도입을 위하여

Abstract

This article presents an initial framework for analyzing teacher responses. The analysis attempts to illuminate the support to the idea that learning is an interactive process. From this Vygotskian viewpoint, teacher talk is a channel by which learners participate in a learning process so that the learning process can be appropriated. An analysis has been done with a middle-school classroom talk. A video-taped 7 minute episode showed that the teacher-learner conversations lack in the function of co-constructing. A modified episode is presented to illustrate a more interactive and elaborate teacher talk.