It's long been noted that a serious discrepancy exists between elementary school English classes and middle school English classes. This study explores the differences in the teacher talks of elementary and middle school classrooms. To this end, three elementary school English classes and three middle school English classes are tape-recorded, and their teacher utterances are analyzed according to forms of utterances, functions of utterances and language types. The result shows that elementary school English teachers use significantly more command forms and feedback than middle school English teachers while they use significantly more non-class related utterances more than elementary school teachers. They utter class-related managerial and disciplinary categories significantly more than middle school English teachers while they do miscellaneous categories significantly more than elementary school teachers. In terms of languages teachers use in the classroom, elementary school teachers speaks English significantly more than middle school English teachers. Elementary school teachers tend to use plain Korean to individual students while using formal Korean to the whole class. Middle school teachers tend to use formal Korean irrespective of whole group, small group and individual students.

 I. 연구의 필요성  II. 이론적 배경   1. 교사 발화와 중요성   2. 교사 발화의 특징   3. 교사 발화의 기능   4. 선행연구 분석  III. 연구 방법   1. 연구 대상   2. 발화 분석 기준   3. 자료 분석 및 처리 방법  IV. 연구 분석 결과   1. 교사 발화 형태 분석 결과   2. 교사 발화 기능 분석 결과   3. 교사 발화 사용 언어 분석 결과  V. 결론  참고문헌

• 김진실(한국교원대학교) | Kim, Jinsil
• 김정렬( 한국교원대학교) | 김정렬