CAJ | 학술논문

借助弗兰德斯互动分析系统，结合师生课堂语言实录和教学录像，从教师话语和课堂沉寂两个维度分析比较专家、熟手和新手教师在高中英语阅读课上的言语行为以及阅读教学效果，我们得出以下结论：在问题设计与提问，候答和理答策略的运用上，其合理程度依次为专家教师、熟手教师和新手教师；专家、熟手和新手教师在问题类型及其比例方面均有待进一步优化。作者建议如下：关注问题有效性，培养学生批判性思维；合理运用候答策略，有效利用教学时间；合理运用理答策略，提高课堂互动质量。
차조불란덕사호동분석계통，결합사생과당어언실록화교학록상，종교사화어화과당침적량개유도분석비교전가、숙수화신수교사재고중영어열독과상적언어행위이급열독교학효과，아문득출이하결론：재문제설계여제문，후답화리답책략적운용상，기합리정도의차위전가교사、숙수교사화신수교사；전가、숙수화신수교사재문제류형급기비례방면균유대진일보우화。작자건의여하：관주문제유효성，배양학생비판성사유；합리운용후답책략，유효이용교학시간；합리운용리답책략，제고과당호동질량。
Taking expert, proficient and novice English teachers in senior high school as samples, this paper analyzes and compares their verbal behaviors and related teaching effects in reading class from two aspects, teacher talk and classroom silence, by adopting Flanders Interaction Analysis System, by observing the video clips and by analyzing the teacher＇ s and students＇ talk. The main findings are as followed. The extend of reasonability to which the three teachers design and ask questions, use strategies of rational response and waiting response decreases successively from expert teacher, proficient teacher to novice teacher their ratio of question types need be improved. To solve these problems, the authors offer following suggestions： All the three teachers should design some evaluation questions to develop their students＇ critical thinking; novice teachers should develop their teaching strategies of waiting response to students＇ answers for effective teaching; both novice and proficient teacher should develop their rational response to improve the quality of classroom interaction.