ଐ XՔ <\ Ь. \ 9 Pt X 4X<\ XՔ ° l YX X 1| X¤Д t ǔĳ Ȁt D| ` t. lX ¬@ , YP Y ǔ Y PX ° l P!<\ X ǔ <\ t t, X, Yt XՔ Yյ p%\X Y P ĳ] <\ \֩ \ ° l \ l DՔX䲔 t. 0|, ֍ l\ 䲑\ X YD <\ \ ° l l@ 0 x P i ȩ` ǔ ° l \ l t踴8|\. \ Y PX ° l t Y P \ X п DȲ| x ĳ X\ ƥD D \ lĳ H\.;Teachers use lots of small talk consciously and unconsciously at teaching. This study defines small talk as a meaning that is not simply extended greeting shown in the opening phase in a narrow meaning but close t< o the terms of casual conversation , social talk or interactive language as interpreted in an entire speech events(Schneider, 2008). I expected from studies on the roles and functions of small talk in daily life (Park Sung-cheol, 2006/2007; Coupland, 2000; Fine, 2005; Ide, 1998; Schneider, 2008) and small talk in class conversation(Hanbitna, 2014; Brown, 2007; Hesse & Scharader, 2001/2004; Jung & Cha, 2015; Luk, 2004; Patterson, 2009; Wu, 2014) that small talk will influence communications in high school mathematics classrooms to play positive roles in preparing for class atmosphere and improving student s affective achievement. As the necessity and importance of improvements on student s affective achievements were recognized even in our school mathematics education, studies in various aspects are required. Accordingly, in the aspect of teaching-learning, teacher s small talk during mathematics learning was paid attention as a method to improve the affective achievement of our students about mathematics. This study was planned to examine the effects of teacher s small talk on the affective achievement factors about mathematics learning. First of all, it is going to take a look at the use of teacher s small talk in mathematics class. Moreover, the effects of teacher s small talk on the affective achievement factors of students will be examined. This study established following research problems. 1. What types does teacher s small talk in high school classrooms progress in? 2. What effects does teacher s small talk in high school classrooms have on student s affective achievement factors about the mathematics learning? 2-1. Is there any difference in the effects of teacher s small talk on the affective achievement factors according to sex difference? 2-2. Is there any difference in the effects of teacher s small talk on the affective achievement factors according to mathematics abilities students evaluate themselves? I went through following research procedures in order to solve the above research problems. First of all, investigation of preceding studies was taken and a questionnaire for teachers and students was produced. The questionnaire was modified in the mathematics subject from a research questionnaire performed in the English subject by Jung & Cha (2015), and produced in compliance with the lesson structure of Mehan(1979). The questionnaire that completed a preliminary inspection was distributed to 50 teachers, and the completed teacher questionnaires were collected. As a result of the questionnaire analysis, it was confirmed that most of the teachers were utilizing small talk in class learning without recognizing its educational roles and functions. Therefore, this study proceeds to prove the assumption that small talk has educational roles and functions. 5 instrumental units were performed on the students of the experimental group with an education intention of achieving learning goals through interactive communication between teachers and students by utilizing small talk of informative type, elicit type and other types mainly suggested in the contents of the teacher questionnaire. In the class of the comparative class, lecture classes of 5 instrumental units focusing on the cognitive aspect of informative type and the improvement of achievement were performed excluding small talk of elicit type and other types to the utmost limit. The affective achievement factors test paper used that of Lee Jong-Hee et al(2011). The students of the experimental class and comparative class who participated in the research, prepared in person questionnaires 2 times before and after class and I collected them. The students of the experimental class completed student questionnaires after class and I collected them in person. A short interview was conducted on 5 students of the experimental class for 10 minutes. The following results were obtained through the analyses of the affective achievement factor test, student questionnaire, class of the experimental class and student interview. Most students showed a positive respo<lnse to small talk of teachers in class. The students mainly replied feel close to teachers and form a tie between teachers and students and an interview result was showed as revealed in preceding studies that they thought teacher s small talk as teacher s interest in and consideration for them. The students mainly wanted other types such as compliment, joke, humor , teacher s personal story regardless of sex and mathematics abilities that students think themselves in the opening and instructional phase as the contents of teacher s small talk, and they showed a high preference to the item of university entrance related contents among the small talk of informative type. Mathematics teacher s small talk that is used a lot without an educational intention in the current teaching-learning course gives affirmative effects on students in learning orientation, self-control, interest, value recognition and self-confidence factors besides anxiety, and is an educationally valuable teaching-learning strategy in the aspect of the affirmative achievement of mathematics learning. However, the study result revealed that its effects are different according to the student s sex and levels by achievement factor that students think themselves. Accordingly, teachers should use it considering the fact. In addition, while the teachers generally use small talk to have smooth class with boredom, the students try to find teacher s interest amount and find teachers in compliance with the roles as their learning assistants through teacher s small talk. Therefore, it needs to check whether small talk used in class consciously and unconsciously by teachers may have some contents that can reduce the affective achievement of students in small talk. The implications of this study are as follows : first, mathematics teacher s small talk in high school mathematics class was reinterpreted as educationally valuable, and second, studies on small talk that is available to be utilized realistically for mathematics teachers as learning assistants desired by students are required. Accordingly, as follow-up studies, studies on small talk aiming at students at various levels and those on small talk that can be applicable to each different class atmosphere should be made. In addition, this study suggests studies on the possibility that small talk may give significant effects not only on the affective areas but also on the cognitive areas about the subject of mathematics.~http://dspace.ewha.ac.kr/handle/2015.oak/212872; http://dcollection.ewha.ac.kr/jsp/common/DcLoOrgPer.jsp?sItemId=000000116675;"@Ce|(!CPrs BKm~ AJlm8; , 70 RM o\ ~e Wq zZ] dMbP?_*+%" ,,??U ! " # l>@ !"#$%&'()*+,-.012345689:;<=>Root EntryWorkbook^SummaryInformation(/DocumentSummaryInformation87