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열과 온도 수업에서 나타난 초등학생들의 중간 언어 분석
이일연 ( Il Yeon Lee ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.1
For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students` interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students` interlanguage implied the quality of class community`s knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.