Key Issues in Applying the Communicative Approach in Korea: Follow up after 12 Years of Implementation
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초록
As globalization becomes more of a reality, “communicative competence” has become the focus of English language learning and teaching in Korea. Teachers seem to agree on the importance of gaining “communicative competence” in English; however, their positive beliefs about the communicative approach often do not coincide with their actual practice in the classroom because of constraints in reality. The present study reports on key issues in implementing the communicative approach in Korea. Key issues were first identified through a two-round Delphi technique. The issues identified were then presented to teachers (elementary, middle, and high school level) with a 10-point response scale to assess the degree of importance of each issue to them. Teachers’ responses obtained in the beginning stage of 1996 and in the current stage of 2008 when was after 12 years’ of implementing the communicative approach were compared to see changes in the degree of importance of the issue over time. Issues were analyzed along with the various teacher variables such as the degree of understanding, agreement to the premises of the communicative approach, teacher motivation, and self rated English aural/oral proficiency. Results are discussed in terms of their implications on teacher training, curriculum improvement, and material use in class.
Abstract
As globalization becomes more of a reality, “communicative competence” has become the focus of English language learning and teaching in Korea. Teachers seem to agree on the importance of gaining “communicative competence” in English; however, their positive beliefs about the communicative approach often do not coincide with their actual practice in the classroom because of constraints in reality. The present study reports on key issues in implementing the communicative approach in Korea. Key issues were first identified through a two-round Delphi technique. The issues identified were then presented to teachers (elementary, middle, and high school level) with a 10-point response scale to assess the degree of importance of each issue to them. Teachers’ responses obtained in the beginning stage of 1996 and in the current stage of 2008 when was after 12 years’ of implementing the communicative approach were compared to see changes in the degree of importance of the issue over time. Issues were analyzed along with the various teacher variables such as the degree of understanding, agreement to the premises of the communicative approach, teacher motivation, and self rated English aural/oral proficiency. Results are discussed in terms of their implications on teacher training, curriculum improvement, and material use in class.
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