earticle

영어

The purpose of this study was to analyze teacher-student discourse structures and content in the 5th and 6th-grade English teachers’ guides from the 2015 revised national curriculum. Discourse structures were analyzed using the I (Initiation), IR (Initiation-Response), IRE (Initiation-Response-Evaluation), and IRF (Initiation-Response- Feedback) structures from previous studies. For discourse content, IRF structures were examined based on class activities and types of teacher feedback. The findings are as follows. Regarding discourse structures, first, IR and I structures were the most frequent, comprising 88% of the discourse. Second, within the IR structure, two subtypes were identified: IR (productive) and IR (receptive). Although IR (productive) was much more frequent, IR (receptive) appeared to offer lower-proficiency students easier ways to response to teachers. Third, the IRE structure was less frequent, while the IRF structure was the least common. For IRF discourse content, the IRF structure appeared most frequently in motivational activities with referential questions. Additionally, two types of teacher feedback, ‘Comment’ and ‘Tell,’ which mostly focus on discourse topics or content, were associated with the IRF structure. Based on the findings, some implications were suggested for elementary English teachers’ guides.