Teachers’ and Students’ Perception of English Use in the Secondary English Classroom
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초록
The present study attempted to explore the extent of English use in the secondary English classrooms. The study especially aimed at investigating the pattern of English use perceived by teachers and students of the 7th national curriculum. 14 English teachers in 7th, 8th, and 10th grade were asked to rank their perceived use of English on a scale of 0-4 to indicate the amount of English used in different content areas. Along with the teachers, 552 of their students also participated in a student survey. The findings indicated a wide variation in English use among secondary school teachers, and middle school teachers were found to use more English than high school teachers. Also, certain content areas like ‘greeting’ and ‘complimenting’ were consistently carried out in English while ‘explaining grammar’ and ‘disciplining’ were conducted mostly in Korean. Furthermore, this pattern was confirmed by student responses regarding teachers’ language use. Overall, using English as a medium of instruction is on the rise in the secondary classrooms with the 7th national curriculum and the current study seemed to reveal the actual status of the TETE policy which was introduced as of 2001.
Abstract
The present study attempted to explore the extent of English use in the secondary English classrooms. The study especially aimed at investigating the pattern of English use perceived by teachers and students of the 7th national curriculum. 14 English teachers in 7th, 8th, and 10th grade were asked to rank their perceived use of English on a scale of 0-4 to indicate the amount of English used in different content areas. Along with the teachers, 552 of their students also participated in a student survey. The findings indicated a wide variation in English use among secondary school teachers, and middle school teachers were found to use more English than high school teachers. Also, certain content areas like ‘greeting’ and ‘complimenting’ were consistently carried out in English while ‘explaining grammar’ and ‘disciplining’ were conducted mostly in Korean. Furthermore, this pattern was confirmed by student responses regarding teachers’ language use. Overall, using English as a medium of instruction is on the rise in the secondary classrooms with the 7th national curriculum and the current study seemed to reveal the actual status of the TETE policy which was introduced as of 2001.