Teaching Shakespeare to Korean Students Aspiring to be English Teacher
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This study aimed to investigate how learning and teaching Shakespeare can be initiated in Korean public secondary schools by examining the class experience of teaching Shakespeare to Korean sophomores majoring in English Education. Despite Shakespeare’s widespread influence on Korean theatre and TV dramas, his works are not considered a crucial part of Korean English education. Not only is Shakespeare dwindling and being relegated to elective courses even within undergraduate English departments but also a prevailing bias exists among EFL teachers against teaching Shakespeare due to the language complexity and perceived antiquity of classical works. This research explored ways of integrating Shakespeare into Korean public schools by analyzing the class procedure designed for South Korean prospective English teachers in secondary schools and undergraduates in the Department of English Education. The class procedure consists of familiarizing students with the play’s storyline through Marcia Williams’ comic-strip versions and guiding them to practice comprehending Shakespeare’s original text with the abridged version, followed by their performances, film analysis, and online discussion. This study demonstrates that Shakespeare is adaptable and universal in EFL pedagogy, transcending students’ English proficiency and socioeconomic backgrounds, but also highlights its positive impact on their language acquisition and development of higher-order thinking skills. While scepticism about the feasibility of incorporating Shakespeare into Korea’s test-oriented English education system persists, this research provides evidence that, with well-designed instructional strategies, Shakespeare can resonate with students and aid in their holistic language development.
Abstract
This study aimed to investigate how learning and teaching Shakespeare can be initiated in Korean public secondary schools by examining the class experience of teaching Shakespeare to Korean sophomores majoring in English Education. Despite Shakespeare’s widespread influence on Korean theatre and TV dramas, his works are not considered a crucial part of Korean English education. Not only is Shakespeare dwindling and being relegated to elective courses even within undergraduate English departments but also a prevailing bias exists among EFL teachers against teaching Shakespeare due to the language complexity and perceived antiquity of classical works. This research explored ways of integrating Shakespeare into Korean public schools by analyzing the class procedure designed for South Korean prospective English teachers in secondary schools and undergraduates in the Department of English Education. The class procedure consists of familiarizing students with the play’s storyline through Marcia Williams’ comic-strip versions and guiding them to practice comprehending Shakespeare’s original text with the abridged version, followed by their performances, film analysis, and online discussion. This study demonstrates that Shakespeare is adaptable and universal in EFL pedagogy, transcending students’ English proficiency and socioeconomic backgrounds, but also highlights its positive impact on their language acquisition and development of higher-order thinking skills. While scepticism about the feasibility of incorporating Shakespeare into Korea’s test-oriented English education system persists, this research provides evidence that, with well-designed instructional strategies, Shakespeare can resonate with students and aid in their holistic language development.
참고문헌 (53)
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