지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제34권 제3호
- 발행연도
- 2018.9
- 수록면
- 217 - 238 (22page)
- DOI
- 10.17154/kjal.2018.9.34.3.217
이용수
초록· 키워드
오류제보하기
This qualitative study examined the patterns of utterance-level mitigation strategies employed by peer teachers in the formulation of the suggestions and advice provided during a post-observation conference (POC) after peer observation of teaching (POT). Two peer teachers, who were serving as instructors for undergraduate level courses at the same university, participated in this study. Over a period of one semester, one of the two teachers observed the other teacher’s class two times, focusing on the agenda determined in the pre-observation conference. After each class visit, the observing teacher and the observed teacher had a POC in order to discuss the lesson in terms of the problems, strengths, possible future improvements. Findings showed that both the observing teacher and the observed teacher used a range of mitigating devices to protect each other’s positive and negative face. This suggests that despite the peers’ close relationship with balanced power, they were aware of the potential threat to face and the need to employ language mitigating strategies to maintain each other’s face in the POCs.
목차
I. INTRODUCTION
II. LITERATURE REVIEW
III. METHODOLOGY
IV. FINDINGS AND DISCUSSION
V. CONCLUSION
REFERENCES
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UCI(KEPA) : I410-ECN-0101-2018-701-003568077