중학교 영어과 수업에서 협동학습의 상호작용 분석

Abstract

The purpose of this study is to understand how interactions are performed in cooperative learning in middle school English classes. To analyze the interaction, two classes of cooperative learning were analyzed in English classes at H Middle School located in Hwason. To figure out the interaction, word counting, turn taking and message types were analyzed by frequency analysis, content analysis and nonparametric Mann-Whitney U test. The results of the study are as follows. First, there was a significant difference according to the level of academic achievement. The students with high academic achievement showed more speech than the students with low academic achievement. Second, the group having higher academic achievement difference showed more turn takings than the group having lower academic achievement difference. Third, in all learners and groups, the frequency of sharing information messages was the very highest, followed by disagreement finding, making knowledge, evaluating knowledge but hardly appeared. Finally, the group with larger difference in academic achievement had higher frequency of message of explaining and confirming the task than the group with smaller difference and there was a significant difference.