영어심화연수 전후 수업분석을 통한 초등영어교사 수업개선내용 연구
An analysis of primary English teachers’ teaching skills improvement via pre/post intensive English teacher training.
0
조회
0
다운로드
23
인용
0
참고문헌
키워드
초록
This paper analyzes the effects of six month intensive English teachers' training on communicative language teaching. The subject includes twenty teachers who showed greater improvement in the pre and post comparison of their English teaching demos out of 37 elementary school English teachers attended in the training. The in-house evaluation criteria have been used to select twenty teachers who enhanced their teaching skills greater than others. To look into details of the teaching enhancement, Foreign Language Interaction (FLint), Communicative Orientation of Language Teaching (COLT) and Target Language Observation Scheme (TALOS) have been used to investigate changes of interaction, teacher language, activities and methods. The findings of this paper include that the positive effects of six month teachers' training show particularly in the area of designing and implementing activities. Teacher's classroom languages have changed into more non-directive and affective after the training. Teachers allow more rooms of students' engagement by using more question, confirmation and feedback discourse routine after the training.
Abstract
This paper analyzes the effects of six month intensive English teachers' training on communicative language teaching. The subject includes twenty teachers who showed greater improvement in the pre and post comparison of their English teaching demos out of 37 elementary school English teachers attended in the training. The in-house evaluation criteria have been used to select twenty teachers who enhanced their teaching skills greater than others. To look into details of the teaching enhancement, Foreign Language Interaction (FLint), Communicative Orientation of Language Teaching (COLT) and Target Language Observation Scheme (TALOS) have been used to investigate changes of interaction, teacher language, activities and methods. The findings of this paper include that the positive effects of six month teachers' training show particularly in the area of designing and implementing activities. Teacher's classroom languages have changed into more non-directive and affective after the training. Teachers allow more rooms of students' engagement by using more question, confirmation and feedback discourse routine after the training.
참고문헌 (18)
- 김정렬, "영어과 수업관찰과 분석" (2007), 한국문화사
- 서울특별시교육청, "‘영어교사 TEE 인증제’ 도입으로 영어수업 능력 향상" (2009), 서울특별시교육청 교육과정정책과
- 이세호, "초등학교 영어교사 연수에 관한 연구", 석사, pp.2006
- 전영주, "COLT 수업관찰 분석법을 통한 학교 현장의 의사소통중심 영어 수업 분석", 영어어문교육, 16(3), pp.339~363 (2010), 한국영어어문교육학회
- 홍상희, "영어교사의 TEE 능력향상을 위한 방안연구 : TEE 인증제 및 연수를 중심으로", 석사, pp.2012
- Allen, P., "The communicative orientation of language teaching: An observation scheme, In On TESOL‘83. Washington, D.C" (1984), TESOL
- Bakeman R., "Observing interaction: An introduction to sequential analysis" (1986), Cambridge Univ. Press
- Baker, C., "Foundations of bilingual education and bilingualism. Clevedon:" (1993), Multilingual Matters, Ltd
- "What is immersion?" (2005)[URL]
- Flanders, N, A., "Analyzing teaching behavior" (1970), Addison-Wesley Pub. Co
- Krashen, S., "The Input hypothesis: Issues and implication" (1985), Longman
- Lee, Jeong-Won, "Teaching English in English (TEE): Where to go and what to do", Korea Secondary English Teachers' Association Work shop, pp.13~17 (2008), KOSETA
- Li, D., "“It’s always more difficult than you plan and imagine.”: Teachers’ perceived difficulties in introducing the communicative approach to South Korea", TESOL Quarterly, 32(4), pp.677~703 (1998)
- Long, M. H., "Input and second language acquisition, In Input in second language acquisition", pp.377~393 (1985), Newbury House
- Moskowitz, G., "The classroom interaction of outstanding language teachers", Foreign Language Annals, 9(2), pp.125~157 (1976)
- Spada, N. & Frohlich, M., "COLT: Communicative Orientation of language teaching observation scheme: coding Conventions and applications" (1995), National Centre for English Language Teaching and Research
- Strevens, "New orientations in teaching of English and Spanish" (1977), Oxford University Press
- Thornbury, S., "Teachers research teacher talk", ELT Journal, 50(4), pp.279~289 (1996)