ScholarWorks@숙명여자대학교

초록

This study considers repetition a meaningful process in teacher-student interaction and analyzes the conversation between them in beginning level Korean class. Also, this study classifies the act of repetition into five types and analyzes the effect and function of each type. As a result of the study, the five types of repetition are ‘repetition for emphasis’, ‘repetition for connection between presentation and practice’, ‘repetition for group response’, ‘repetition for understanding’, and ‘repetition for implying learner’s error and inducing self-modification’. These acts provided evidence that the teacher makes the choice of utilizing the repetition strategy. The teacher’s repetition is not just for emphasis or a meaningless act, but it is a strategy to strengthen the interaction with learners. Therefore, this study is significant in that it laid a strong foundation for repetition research in the Korean education field. Also, this study considers repetition more meaningful and active means of interaction in teaching Korean than the previous studies. I hope that teachers could recognize the types and functions of their repetition and actively utilize it based on this study.

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