초등 예비교사 영희와 지아의 영어 학습자 자율성에 관한 연구
A Study on Pre-Service Primary Teacher Younghee’s and Jiia’s Autonomy in English Learning
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The purpose of this present study is to explore how two pre-service primary school teachers develop autonomy in English learning. The informants took a class entitled ‘Advanced English Conversation’ in spring 2013 at a teacher's college. The class was led by three English-native-speaking teachers and one Korean teacher-researcher. One major research method was individual interviews. Furthermore, survey results measuring learner autonomy, learning contracts, learning logs, audio-taped speaking in classes and audio-taped classroom English practice were used to triangulate the interview data. Two findings immerse: (1) Two informants’ initial autonomy levels showed considerable difference, and they believed that teachers motivated them to be active or passive in English learning; and (2) one informant's initially strong autonomy in English learning was well practiced and the other informant's initially low autonomy was developed while they were advised about ways to practice English inside and outside the class for one semester. Based on the study findings, the following suggestions are made to enable the future success of the autonomy development program: The program needs to develop a teacher-education program to raise teachers’ awareness of the importance of learner autonomy in English learning; it should be individually approached to take students’ individual differences into account; teacher roles and councillor roles should be clearly defined and teachers should not be solely in charge.
Abstract
The purpose of this present study is to explore how two pre-service primary school teachers develop autonomy in English learning. The informants took a class entitled ‘Advanced English Conversation’ in spring 2013 at a teacher's college. The class was led by three English-native-speaking teachers and one Korean teacher-researcher. One major research method was individual interviews. Furthermore, survey results measuring learner autonomy, learning contracts, learning logs, audio-taped speaking in classes and audio-taped classroom English practice were used to triangulate the interview data. Two findings immerse: (1) Two informants’ initial autonomy levels showed considerable difference, and they believed that teachers motivated them to be active or passive in English learning; and (2) one informant's initially strong autonomy in English learning was well practiced and the other informant's initially low autonomy was developed while they were advised about ways to practice English inside and outside the class for one semester. Based on the study findings, the following suggestions are made to enable the future success of the autonomy development program: The program needs to develop a teacher-education program to raise teachers’ awareness of the importance of learner autonomy in English learning; it should be individually approached to take students’ individual differences into account; teacher roles and councillor roles should be clearly defined and teachers should not be solely in charge.
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