• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.523-545
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• 2010

Mathematical communication has been emphasized not only as the process of learning mathematics but also as the objective of mathematics education. However, little studies have been conducted with regard to what to consider and how to implement in the actual classroom for promoting mathematical communication. Given this background, this paper implemented a mathematics instruction in each of 2nd, 4th, and 6th grade classrooms in which specific learning objectives were considered to promote discourse-based mathematical communication. It then analyzed the degree by which such learning objectives were achieved and the linguistic interactions between the teacher and students in each classroom. This paper finally provided issues and suggestions for effective discourse-based instruction in mathematics classroom by analyzing similarities and differences among the three classrooms.

• Cross-Cultural Studies
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• v.19
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• pp.411-444
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• 2010

This paper explored the academic socialization of a group of Mongolian college students, learning Korean as their L3 (Third Language), by focusing on their uses of an electronic communication channel. From a perspective of the continua of bi-literacy, this case study investigated how Mongolian students who had limited exposure to a Korean learning community overcame academic challenges through the use of a written communication channel as a tool in the socialization process. Data were collected mainly through three methods: written products, interviews, and questionnaires. The results from this study were as follows. Interactional opportunities for these minority students were seriously constrained during the classroom practices in a Korean-speaking classroom. They also described the lack of communicative competence in Korean and the limited roles played by L2 (English) communication as key barriers to classroom practices. However, students' ways of engaging in electronic interactions differed widely in that they were able to broaden interactional circles by communicating their expertise and difficulties with their Korean peers through the electronic channel. More importantly, the communication pattern of "L2-L2/L3-L3" (on a L2-L3 continuum) emerging from data demonstrated how these students used a written channel as a socialization tool to mediate their learning process in a new community of learning. This study argues that a written communication channel should be taken as an essential part of teaching practices especially for foreign students who cannot speak Korean fluently in multi-cultural classes.

• International Journal of Knowledge Content Development & Technology
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• v.13 no.3
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• pp.7-30
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• 2023

Nigeria is a country with multiple ethnic groups; as a result, English language is used as a lingua franca to enhance information flow. Despite this, the Indigenous languages of communities are mostly used for interactions, even in university environments thereby affecting smooth interaction for those who do not understand them. This study therefore investigated the impact of being a linguistic outsider on information access, learning and social wellbeing of students. Descriptive research of a case study was used for this study. The population for this study consisted of non-Yoruba indigenous students. Judgmental sampling technique was used to select 50 non-indigenous students; structured interview was used. Results showed that Yoruba indigenous language was used lightly in the classroom and heavily outside the classroom, with mixtures of pidgin and English languages. It was found that being a linguistic outsider had a negative influence on information access. However it was not a total dependent factor to social wellbeing of students who desire for their various languages to be predominantly used and for them to enjoy equal benefits with Yoruba indigenes. This study also revealed that being a linguistic outsider does not have negative influence on academic learning. It was recommended that the stakeholders in university management promote the complete use of English language in the classroom while students should be encouraged to interpret Yoruba language when spoken in the midst of non-indigenes.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.1-18
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• 2010

Recasts, which are defined as implicit types of corrective feedback, have been the focus of numerous SLA researchers for more than a decade. A range of classroom-based observational and experimental research studies have explored how and when language teachers provide recasts to learners' ill-formed utterances and aimed to understand the role of recasts in language acquisition or learning. On the basis of previous studies on recasts, our study investigated when an ESL teacher provided recasts and how recasts were provided in his class. The research questions were as follows: (1) When does an ESL teacher provide recasts? (2) How does the teacher provide recasts? The data came from observations of one ESL classroom as well as consecutive-semi structured interviews with the teacher. The data analysis included transcriptions of teacher-student interactions in the target setting and categories of recasts according to the linguistic phenomena, which prompted recasting. Based on the findings, practical suggestions for ESL teachers were provided. [156 words].

• English Language & Literature Teaching
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• v.11 no.2
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• pp.195-208
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• 2005

This paper discusses the independent seminar as one of the appropriate courses, in particular, for the students who study English literature in the doctoral program. Those who take the Ph.D. program in English literature are considered as future scholars or teachers. In taking the coursework, they not only delve into the knowledge of literature, but also begin to establish broader and deeper senses of research ability. The independent seminar class helps them build such senses through the way in which they experience to the development of the syllabus by themselves. Furthermore, in contrast to a regular class, in which a group of students learn in a classroom, the independent seminar gives each student intensive interactions with his/her professor through the out-of-classroom circumstances, since the seminar is based upon one-on-one study between the student and the professor.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.281-299
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• 2013

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.77-106
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• 2004

This study aims to investigate how the four college students interact with one another to discuss and construct meaning in a small reading group. Additionally, this study attempts to examine how the participants played their roles in the group. Data sources consisted of transcripts of the students' interactions, questionnaires and informal interviews, and the researchers' observation notes. The data revealed that the participants contributed fairly steadily to the interactions by checking with own grammatical knowledge, providing lexical information, understanding the micro level context, and presenting the macro level context. Several pedagogical implications are presented for the practical classroom. Findings of the study suggest effective ways to implement group activities in reading classes and a teacher's role for optimum group learning.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.124-136
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• 2018

In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.521-530
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• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.55-68
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• 2012

The goals of this study were to examine how children's recognition of various emotions, emotion expression, and social interactions among their peers differed according to their attachment styles. A total of 65 three to five years old children completed both attachment story-stem doll plays and a standard emotion recognition task. Trained observers documented children's valence of emotion expression and social interactions among their peers in the classroom. Consistent with attachment theory, children who were categorized as secure in the doll play were more likely to express positive emotions than children who were categorized as avoidant in the doll play. Children who were categorized as avoidant in the doll play were more likely to express neutral emotions among their peers than children who were categorized as secure and anxious in the doll play. The findings of this study contribute to the general attachment literature by documenting how attachment security plays a crucial role in having positive emotions in ordinary situations. It does so by also demonstrating how different attachment styles are associated with children's qualitatively different patterns of emotion processing, especially in terms of their expression of emotions.