지방도시 중학교 2학년생 세 명의 초등 및 중등영어교육에 관한 인식
Three Provincial Eighth Graders’ Perceptions of Primary and Middle School English Education.
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The present study is designed to explore three Korean eighth-grade students’ perceptions of primary and middle school English education. The informants were three students at P middle school located at a mid-size city in a southern provincial area. They were selected based on their English proficiency levels: the first one from a high-level class, the second from a intermediate-level class and the third from a low-level class. Three-time individual interview questions were asked mostly about their primary and secondary school English learning in and outside schools. Two researchers collaborated to voice-record, transcribe, analyze and eventually to triangulate the research study. The study results are as follows: First, three informants focus on English test scores as a main trigger of their English learning and they perceive that English is a way to get test scores; Second, all three informants perceive their primary and secondary school English learning quite negatively; Third, all three informants perceive that communicative-action-based English teaching is an effective English teaching method. Suggestions to improve Korean primary and secondary school English education were added.
Abstract
The present study is designed to explore three Korean eighth-grade students’ perceptions of primary and middle school English education. The informants were three students at P middle school located at a mid-size city in a southern provincial area. They were selected based on their English proficiency levels: the first one from a high-level class, the second from a intermediate-level class and the third from a low-level class. Three-time individual interview questions were asked mostly about their primary and secondary school English learning in and outside schools. Two researchers collaborated to voice-record, transcribe, analyze and eventually to triangulate the research study. The study results are as follows: First, three informants focus on English test scores as a main trigger of their English learning and they perceive that English is a way to get test scores; Second, all three informants perceive their primary and secondary school English learning quite negatively; Third, all three informants perceive that communicative-action-based English teaching is an effective English teaching method. Suggestions to improve Korean primary and secondary school English education were added.
참고문헌 (20)
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