영어전용수업에 대한 중등 영어교사 및 학습자 인식 조사
Study on Secondary School Teachers’ and Students’ Perceptions of Teaching English Through English
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초록
The present study has sought to investigate secondary teachers’ and students’ perceptions of Teaching English through English (TETE). Specifically, it examined whether and how teachers’ and students’ perceptions differ in terms of four major themes: its necessity, educational models, advantages and difficulties. To this end, 50 in-service teachers and 125 students at secondary schools in Busan were asked to respond to a 27-item questionnaire. The major findings from chi-square analyses are summarized as follows: (1) both the teachers and the students showed positive attitudes towards the necessity of TETE; (2) the teachers expressed lack of confidence in their English ability to implement TETE; (3) both the groups perceived TETE more suitable for teaching listening and speaking skills; and (4) both the groups felt that large class size and Korea Scholastic Aptitude Test (KSAT) are the biggest obstacles to implement TETE in secondary English classes. Finally, pedagogical implications and directions for future research are suggested.
Abstract
The present study has sought to investigate secondary teachers’ and students’ perceptions of Teaching English through English (TETE). Specifically, it examined whether and how teachers’ and students’ perceptions differ in terms of four major themes: its necessity, educational models, advantages and difficulties. To this end, 50 in-service teachers and 125 students at secondary schools in Busan were asked to respond to a 27-item questionnaire. The major findings from chi-square analyses are summarized as follows: (1) both the teachers and the students showed positive attitudes towards the necessity of TETE; (2) the teachers expressed lack of confidence in their English ability to implement TETE; (3) both the groups perceived TETE more suitable for teaching listening and speaking skills; and (4) both the groups felt that large class size and Korea Scholastic Aptitude Test (KSAT) are the biggest obstacles to implement TETE in secondary English classes. Finally, pedagogical implications and directions for future research are suggested.
참고문헌 (26)
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