초록 열기/닫기 버튼
The purpose of this study was to analyze the aspect of wait-time length observed in the interaction between teachers and students using English in a Korean EFL classroom in relation to the type of questions asked by teachers. Characteristics of responses of students were also analyzed. Seventy-seven high school students and two English native speaker teachers participated in this study. Eleven hours of English conversation classes were observed for three weeks. Additionally, surveys, interviews, and stimulated recall interviews were used for in-depth data collection. Results of this study revealed that the length of wait-time differed depending on the type of question asked by the teacher. Waittime was the longest for wh-question and referential question but the shortest for tag question and echoic question. In addition, as the length of wait-time increased, the number of words used by students in response was also increased. There was difference between teacher and student perception of the length of wait-time. There was also difference between actual student's thought process and teacher's predictions during the wait-time. Pedagogical implications in the EFL classroom were discussed based on the difference in perception between teachers and students on wait-time.
키워드열기/닫기 버튼
반응 대기 시간, 교사-학생 상호작용
