In Korean pedagogical discourse involving young learners, boundaries in pedagogical activities are signaled by the teacher’s style shift that utilizes a range of sentence-ending suffixes that index different degrees of formality and poli...
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https://www.riss.kr/link?id=A76487076
2007
-
701
KCI등재
학술저널
1-29(29쪽)
0
상세조회0
다운로드다국어 초록 (Multilingual Abstract)
In Korean pedagogical discourse involving young learners, boundaries in pedagogical activities are signaled by the teacher’s style shift that utilizes a range of sentence-ending suffixes that index different degrees of formality and poli...
In Korean pedagogical discourse involving young learners, boundaries in pedagogical activities are signaled by the teacher’s style shift that utilizes a range of sentence-ending suffixes that index different degrees of formality and politeness. The shift from the use of the informal polite form -(e)yo to the use of the informal non-polite form -a/e in teacher"s talk is contextually motivated by the need to address contingencies associated with a range of classroom management tasks of dealing with individual students, e.g., matters related to disciplining, advising, encouraging, etc. The shift to the formal style characterized by the formal polite forms -(su)pnita/-(su)pnikka takes place in the context where the teacher highlights his/her instructional focus, explicates subject-related knowledge, and/or marks a boundary in pedagogical activities. In young learners" talk in class, the formal style is used when they make a report or presentation related to group activities or produce a response whose upshot draws upon the textbook content, often in the context of reciprocating the formality indexed by the teacher"s subject-related questions. Young learners" use of the formal style tends to be limited to a single-shot response, which constrains the extent to which they can sustain participation in subject-related classroom activities. The findings suggest that young learners could benefit from being allowed to use the informal style more freely in dealing with at least some "formal" aspects of the way subject knowledge is organized in class.
목차 (Table of Contents)
호주 일본어 학습자의 일본어 의식 - 시드니대학과 호주국립대학을 중심으로