.jpeg)
Suggestion of the desirable teacher’s speech communication by an analysis of classroom dialogue
Kwon, Soonhee
이화여자대학교
Korea Business Review 49Vol. 2No. pp.225-263 (2014)
Abstract
The classroom teacher dialogue, which was suffering communicatively relating to the student-teacher relationship, was analyzed in this study. Teachers who appeared in the EBS program , were subjects of the analysis in this study. The changes of teachers’ speech communication before and after consulting experts were studied by using the analysis framework of linguistic factors, paralinguistic factors, and nonlinguistic factors. For the case analysis of linguistic factors, five analysis frameworks were used: speech with evaluation versus speech with observation, unilateral speech versus empathetic speech, neglecting desire versus anticipating desire, controling and pressuring versus requesting and asking, and negative speech versus positive speech. For the case analysis of paralinguistic factors, speed, intensity, pitch, and the volume of voice were analyzed. Before consulting experts, teachers scolded students with a rapid, high-intensity, and high-volume voice. These teachers also showed their feelings using a sharp and determined tone. After consulting experts, teachers spoke genially with a relatively slow, middle-intensity, and mild-volume voice. For the study of nonlinguistic factors, the facial expression, posture, gesture, eye contact, and movement were observed. The aspects of desirable teacher communication deduced by analyzing the changed speech communication of teachers after consulting experts are as follows. First, teachers should speak to students with affection and careful observation. Second, teachers should speak to students with sympathy. Third, teachers should speak to students with their needs in mind. Fourth, teachers should speak to students by requesting and asking. Fifth, teachers should speak positively. Sixth, teachers should respond to students with a positive attitude. If teachers apply these speech communication skills with students, mutual respect and consideration can be possible, and a positive relationship between the teacher and student based on respect and love can be formed.
Keywords
교사 화법언어적 요소준언어적 요소비언어적 요소EBS <선생님이 달라졌어요>
References
- [1] [학술지(정기간행물)] 권순희/영화 <세 얼간이>를 통해 살펴본 바람직한 교사 화법 - 학교 폭력 해결책에 대한 논의를 위하여 -/화법연구/2013/(22)/285~328/한국화법학회/
- [2] [단행본] 비폭력 대화/마셜 B/한국NVC센터/2012/~///
- [3] [단행본] 정신, 자아, 사회—사회적 행동주의자가 분석하는 개인과 사회/조지 허버트 미드/한길사/2010/~///
- [4] [기타자료] /EBS 다큐프라임 학교란 무엇인가 5부/우리 선생님이 달라졌어요/2010/~//
- [5] [기타자료] /아이들은 사랑으로 배운다/EBS 다큐프라임 <선생님이 달라졌어요> 2부/2011/~//
- [6] [기타자료] /아이들을 존중할 때 교실은 행복해진다/EBS <선생님이 달라졌어요> 5부/2012/~//
- [7] [기타자료] /두려움이 있는 교실에는 배움이 없다/EBS <선생님이 달라졌어요> 7부/2012/~//
- [8] [인터넷자원] http://www.ebs.co.kr/http://www.ebs.co.kr////