영어강의에 대한 대학생의 태도와 영어강의의 효과
College students’ attitude towards teaching English through English and its effectiveness
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This study investigates what students think about teaching English through English (TETE) and what they learn in TETE class. The primary emphasis is on determining the change of students’ perspectives and anxiety and their achievement in TETE class. In addition, the study seeks to identify the relationship between English abilities and preference and between English abilities and anxiety in TETE class. For these purposes, a total of 122 students from two different level classes answered two questionnaires, one at the beginning and the other at the end of the term. The scores of placement and achievement tests were analyzed to evaluate the students’ improvement through TETE class. The results revealed that learners’ expectations of TETE were slightly lowered, but the students’ anxiety was significantly reduced. In the beginning of the class, the better the students’ English skills were, the more students preferred TETE class and the less they were afraid of taking TETE classes. However, there were no significant correlations between English abilities and either preference or anxiety at the end of the class. A progress in English listening and reading skills was found in both groups. To sum up, the results showed that TETE classes played a positive role in lowering students’ anxiety and enhancing students’ English abilities.
Abstract
This study investigates what students think about teaching English through English (TETE) and what they learn in TETE class. The primary emphasis is on determining the change of students’ perspectives and anxiety and their achievement in TETE class. In addition, the study seeks to identify the relationship between English abilities and preference and between English abilities and anxiety in TETE class. For these purposes, a total of 122 students from two different level classes answered two questionnaires, one at the beginning and the other at the end of the term. The scores of placement and achievement tests were analyzed to evaluate the students’ improvement through TETE class. The results revealed that learners’ expectations of TETE were slightly lowered, but the students’ anxiety was significantly reduced. In the beginning of the class, the better the students’ English skills were, the more students preferred TETE class and the less they were afraid of taking TETE classes. However, there were no significant correlations between English abilities and either preference or anxiety at the end of the class. A progress in English listening and reading skills was found in both groups. To sum up, the results showed that TETE classes played a positive role in lowering students’ anxiety and enhancing students’ English abilities.
참고문헌 (23)
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