대학 교양영어 수준별 프로그램 운영방안
Implementing a level-specific general English program at a tertiary level
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The purpose of the study is to develop a more effective general English program at a university level by piloting a differentiated curriculum based on the students’ English proficiency. Specifically, the study tested the efficiency of the existing model versus a three-tiered tracking model as well as the efficiency of a two-tiered versus three-tiered curriculum. Additionally, a survey was conducted to investigate the students’ perceptions about different curricular experiences. With the college division as a unit of data collection, the participants were composed of 956 freshmen who were taking either of two courses: English 1 (English Speaking and Writing) or English 2 (English Listening and Reading). The results revealed the students who received the level-specific instruction showed significant language gains and that the three-tiered program was more effective than the two-tiered system. On the other hand, the degrees of students’ satisfaction were not significantly different. Pedagogical implications and suggestions were provided towards a more efficient tracking model of general English curriculum.
Abstract
The purpose of the study is to develop a more effective general English program at a university level by piloting a differentiated curriculum based on the students’ English proficiency. Specifically, the study tested the efficiency of the existing model versus a three-tiered tracking model as well as the efficiency of a two-tiered versus three-tiered curriculum. Additionally, a survey was conducted to investigate the students’ perceptions about different curricular experiences. With the college division as a unit of data collection, the participants were composed of 956 freshmen who were taking either of two courses: English 1 (English Speaking and Writing) or English 2 (English Listening and Reading). The results revealed the students who received the level-specific instruction showed significant language gains and that the three-tiered program was more effective than the two-tiered system. On the other hand, the degrees of students’ satisfaction were not significantly different. Pedagogical implications and suggestions were provided towards a more efficient tracking model of general English curriculum.
참고문헌 (17)
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