비원어민 교사 영어인식능력 요인에 대한 연구
A study on factors related to NNS teachers’ language awareness
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The goal of the study is to examine factors related to non-native speaker (NNS) English teachers’language awareness. An L2 teacher’s language awareness involves both ‘knowing an L2’(communicative language ability) and ‘knowing about an L2’ (subject-matter knowledge)(Andrews, 2001), and for L2 teachers, the relationship between the two are complex because L2itself is involved in language teaching as a content, a tool, and a goal of instruction. This studyexplores what factors and how they are related to NNS teachers’ language awareness(LA). Datawas collected from eighty-one (N=81) NNS teachers who have studied in the teacher trainingprograms in the U.S.A. Participants were asked to complete a series of questionnaires and teststo check their levels of metalinguistic knowledge(MK), English language proficiency(LP),intercultural communicative competence(IC), and affective factor(AF) related to learning andteaching English as an L2. All the results from the questionnaires and tests were examined usingconfirmatory factor analysis. From the results, it was found that the second order factor, LA,was directly related to the first order factors, MK, LP, IC and AF. Also it was found that thedomain of LA well explained MK, LP, IC, and AF, implying MK, LP, IC, and AF could be validfactors constructing LA. Pedagogical implications and suggestions for NNS teacher trainingprograms are discussed.
Abstract
The goal of the study is to examine factors related to non-native speaker (NNS) English teachers’language awareness. An L2 teacher’s language awareness involves both ‘knowing an L2’(communicative language ability) and ‘knowing about an L2’ (subject-matter knowledge)(Andrews, 2001), and for L2 teachers, the relationship between the two are complex because L2itself is involved in language teaching as a content, a tool, and a goal of instruction. This studyexplores what factors and how they are related to NNS teachers’ language awareness(LA). Datawas collected from eighty-one (N=81) NNS teachers who have studied in the teacher trainingprograms in the U.S.A. Participants were asked to complete a series of questionnaires and teststo check their levels of metalinguistic knowledge(MK), English language proficiency(LP),intercultural communicative competence(IC), and affective factor(AF) related to learning andteaching English as an L2. All the results from the questionnaires and tests were examined usingconfirmatory factor analysis. From the results, it was found that the second order factor, LA,was directly related to the first order factors, MK, LP, IC and AF. Also it was found that thedomain of LA well explained MK, LP, IC, and AF, implying MK, LP, IC, and AF could be validfactors constructing LA. Pedagogical implications and suggestions for NNS teacher trainingprograms are discussed.
참고문헌 (29)
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