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RISS 인기검색어
- 검색키워드
- 저자 : Bryan Stoakley (검색결과 4 건)
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CALLing for a blended classroom framework: A proposed integration
( Bryan Stoakley ) 한국프랑스문화학회 2012 한국프랑스문화학회 학술발표논문집 Vol.2012 No.1
South Korean students are having greater requirements on their English proficiency level(s), yet opportunities for English oral output is challenging to come by; thus, Korean English language learners have increased obstacles in improving spoken intelligibility. In addition to this, issues revolving around teacher qualifications and/or content knowledge in this field persist, as well as there being a dearth computer- assisted language learning (CALL) applications being implemented to assist the educator. Therefore, the planned intent for this presentation is to demonstrate why and how specialized CALL programs may be employed in the language classroom in order to assist, at minimum, tertiary-level Korean language learners of English in their oral language improvement. The impetus for this proposal is based on over a decade of teaching in South Korea where this researcher has noticed a vast problem in the language classroom(s) both in time spent and financial waste in education. It is expected that such groups with a blended classroom format will glean statistically significant results in improvement in at least spoken intelligibility than the status quo-like class of a traditional format. Therefore, based on research previously conducted it is hypothesized that results gleaned from implementing such a framework will help universities, and possibly secondary schools, better organize their foreign teaching staff (at a minimum) and/or curricula in language courses which would inevitably save institutions an inordinateamount of money.
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A comparative analysis of teacher talk in solo and team teaching
김정렬,Bryan Stoakley 경희대학교 언어정보연구소 2016 언어연구 Vol.33 No.S
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.
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A comparative analysis of teacher talk in solo and team teaching
( Jeong Ryeol Kim ),( Bryan Stoakley ) 경희대학교 언어정보연구소 2016 언어연구 Vol.33 No.S
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)
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