대학의 수준별 토익 수업에 대한 학습자의 만족도에 관한 연구
A study of university students’ satisfaction with ability grouping in TOEIC class
0
조회
0
다운로드
24
인용
0
참고문헌
키워드
초록
This study examines students’ satisfaction with ability grouping in university TOEIC classes. The research questions were as follows: 1) What was the students’ satisfaction level regarding the effects of ability grouping in TOEIC class?; 2) What was the students’satisfaction level regarding the teaching method of ability grouping in TOEIC class?; and 3)What was the students’ satisfaction level regarding the management of ability grouping in TOEIC class? The students were divided into three groups (beginning, intermediate, and advanced group) based on their CBT (Computer-Based TOEIC) scores. To examine the three groups’ satisfaction with ability grouping in TOEIC class, a questionnaire was administered to 171 students. Statistical analysis was performed using SPSS 12.0. Major findings of the study were as follows: First, the students were not highly satisfied with the effects of ability grouping in TOEIC class, but they were satisfied with the teaching method and management of ability grouping; and second, the beginner group’s satisfaction level was much higher than those of the intermediate and advanced groups.
Abstract
This study examines students’ satisfaction with ability grouping in university TOEIC classes. The research questions were as follows: 1) What was the students’ satisfaction level regarding the effects of ability grouping in TOEIC class?; 2) What was the students’satisfaction level regarding the teaching method of ability grouping in TOEIC class?; and 3)What was the students’ satisfaction level regarding the management of ability grouping in TOEIC class? The students were divided into three groups (beginning, intermediate, and advanced group) based on their CBT (Computer-Based TOEIC) scores. To examine the three groups’ satisfaction with ability grouping in TOEIC class, a questionnaire was administered to 171 students. Statistical analysis was performed using SPSS 12.0. Major findings of the study were as follows: First, the students were not highly satisfied with the effects of ability grouping in TOEIC class, but they were satisfied with the teaching method and management of ability grouping; and second, the beginner group’s satisfaction level was much higher than those of the intermediate and advanced groups.
참고문헌 (24)
- 강창혁, "학력별 학급 편성", 교육연구, 8, pp.76~79 (1989)
- 김영미, "대학영어의 수준별 교육에 관한 실험 연구", Studies in English Education, 15(1), pp.49~76 (2010), 글로벌영어교육학회
- 김영숙, "대학 교양영어 수준별 수업에 대한 학습자와 교수자의 인식에 관한 연구", 영어교육, 64(4), pp.337~368 (2009), 한국영어교육학회
- 김현옥, "교양영어 프로그램에 관한 교수자와 학습자의 만족도 및 인식 비교", Foreign Languages Education, 14(3), pp.179~205 (2007), 한국외국어교육학회
- 민찬규, "영어과 수준별 교육과정의 운영 방안 연구", 외국어 교육, 5(2), pp.105~131 (1999)
- 박기화, "영어과 단계형 수준별 교육과정의 효율적 운영 방안", 외국어 교육, 5(1), pp.105~131 (1998)
- 박준언, "한국 대학영어 교육의 과제와 해결 노력", 영어학, 4(4), pp.593~613 (2004), 한국영어학회
- 방영주, "영어능력 인증제, 능력별 교과과정, 그리고 대학 교양영어 교육: 학생과 교사의 인식에 대한 고찰", 영어어문교육, 9(3), pp.193~211 (2004), 한국영어어문교육학회
- 성기완, "대학 교양영어 수준별 교육과정 모형개발연구", Foreign Languages Education, 11(2), pp.377~406 (2004), 한국외국어교육학회
- 송미정, "대학 교양영어 교육의 통합적 접근: 서울대학교 대학영어 프로그램의 사례 연구", 영어교육, 59(2), pp.179~212 (2004), 한국영어교육학회
- 안순철, "수준별 학습에 따른 학업성취도 비교", 석사, pp.2007
- 유준상, "수준별 이동수업이 성적 변화에 미치는 영향에 대한 고등학생들의 인식 연구", 교육문화연구, 14(1), pp.41~73 (2008)
- 이해원, "대학영어에 대한 비판적 고찰 : 의사소통중심 교수법과 원어민 활용 수업을 중심으로", 석사, pp.2006
- 임정완, "대학 교양영어 과목 개선을 위한 사례 연구", 현대영어교육, 7(2), pp.130~149 (2006)
- 정동수, "대학의 교양영어 과목 개선을 위한 연구", 영어교육, 56(4), pp.262~295 (2001)
- 조정순, "대학 교양영어 교육의 현황과 방향성 탐구", 영어교육, 57(2), pp.365~394 (2002), 한국영어교육학회
- Bloom, B., "The 2 sigma problem : The search for methods of group instruction as effective as one-to-one tutoring", Educational Researcher, 13(6), pp.4~16 (1984)
- Brown, H. D., "Teaching by principles: An interactive approach to language pedagogy" (2001), Longman
- Ian Q, L., "Elanby TOEIC" (2008), Jonghap Press
- Nunan, D., "The learner-centered curriculum" (1988), Cambridge University Press
- Rogers, C. R., "The therapeutic relationship and its impact: A study of psychotherapy with schizophrenics", Ohio University Press
- Slavin, R., "Ability grouping and student achievement in elementary schools: A bestevidence synthesis", Review of Educational Research, 57(3), pp.293~336 (1987)
- Tomlinson, C., "The differentiated classroom: Responding to the needs of all learners" (1999), Association for Supervision and Curriculum Development
- Usó-Juan, E., "The compensatory nature of discipline-related knowledge and English language proficiency in reading English for academic purposes", The Modern Language Journal, 90, pp.210~227 (2006)