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A study on interaction patterns in preservice elementary school English teachers’ classroom discourse

  • Modern English Education
  • Abbr : MEESO
  • 2023, 24(), pp.45-61
  • DOI : 10.18095/meeso.2023.24.1.45
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : December 31, 2022
  • Accepted : January 31, 2023
  • Published : February 28, 2023

Kim, Hyun Jin 1

1청주교육대학교

Accredited

ABSTRACT

The present study aims to explore teacher talk and interactional features presented in elementary English classes taught by preservice elementary school teachers. Three preservice teachers’ classes were videotaped, and their classroom discourse was transcribed. Teacher utterances in transcribed data were classified and coded in terms of questions, interactional features, and use of L1 according to four classroom discourse modes. Findings are as follows. First, display questions and referential questions were frequently used, but the former outnumbered the latter in managerial mode and materials/skills and systems mode. Second, interactional features besides questions were used appropriately for pedagogical purpose of each mode. Third, some interactional features such as content feedback and comprehension checks were preferred by teachers while features such as modeling and teacher echo showed different frequencies according to teacher. Fourth, interactional features related to clarify, reformulate, and extend student utterances were rarely used in classroom discourse. These results suggest that preservice teachers’ classroom discourse tends to be message-oriented and communicative. However, they may need to improve their classroom discourse competence to maintain communication in extended turn-talking interactions and provide enough feedback in English by focusing on both form and meaning of student utterance.

Citation status

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