The purpose of the study is to compare the nature of teacher talk between the native and non-native speaking professors with its focus on language functions and interaction modifications in English-mediated writing instruction. The study analyzed the classroom languages of two professors who were teaching college-level composition courses using the same textbook and syllabus. The classes taught by the two professors were videotaped, transcribed, and analyzed based on the AS-unit. The results showed both professors used all of the five functions in the order of information, suasion, opinion, future plans, and checking. The NS professor, on the other hand, used the information function more often, while the NNS professor relied more on the suasion function. The data also displayed that the NS professor gave more feedback responses, whereas the NNS professor asked more clarification requests and repeated their own utterances. The findings implied that the types and distribution of the teacher talk may be influenced by the subject-matter and the instructional foci of each professor.

This study investigates the relationship between a native English-speaking teacher and EFL students in the response-and-revision process. The data consisted of drafts and revisions produced by three students in response to teacher comments and interviews with students. In order to examine how EFL students react to the feedback, teachers’ written feedback on the papers was evaluated by calculating frequency counts on the same types of feedback. We then examined the extent to which students made use of teacher feedback in their revisions. In addition, we supplemented our interpretations by extracting aspects of the students’ views through analysis of the interview data. All three students believe that only native speakers can correct language errors in their writing. Furthermore, the students prefer or indeed demand native English-speaking teachers as writing teachers. In fact, dissimilar student reactions to native English-speaking teacher feedback probably arise from whether and how they positioned themselves as a writer in the EFL writing classroom.

본 연구는 한국 영어교육사에서 중요한 역할을 담당해온 원어민 영어교사에 대하여 그들의 영 어수업과 학교 및 학교 밖 한국 사회에서 오랫동안 해결되지 않은 중요한 문제들에 대해 탐구하 는 것을 목적으로 한다. 교사들의 보다 직접적이고 깊이 있는 이야기를 듣기 위해서 본 연구에서 는 내러티브 탐구를 연구 방법으로 채택하였다. 두 명의 원어민 영어교사와 한 명의 한국인 영어 교사의 생생한 경험담을 분석함으로써, 본 연구는 부족한 교사 연수, 상이한 교육 환경, 협력수업 시스템의 문제, 소통과 공동체 부족 문제, 그리고 학교 밖 사회 활동에 대한 지원 부족이 주요 문 제임을 발견하였다. 이러한 문제를 해결하기 위하여, 실질적인 교사 연수와 협력 수업에 대한 토 론이 필요하다고 생각된다. 또한 앞으로는 교사들이 협력 교수를 위한 학습자 또는 동료 코치라 는 인식 전환이 필요하다고 여겨진다. 무엇보다 한국 사회의 한 구성원으로서 원어민 영어교사에 대한 인식 전환이 필요할 것이다.