A Qualitative Study on Co-teaching in Elementary Schools: Based on Survey Results in Korean Public Elementary Schools
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The goal of this study is to find out how the students and parents perceive Co-teaching English class and what difficulties the students have in English class taught in English with a native English teacher and to give some suggestions to overcome these difficulties. This study has proposed three research questions, the first question is "What kind of language skill is mostly improved from Co-teaching?" The language skill that is mostly improved from Co-teaching is the speaking skill particularly "pronunciation". The students have a chance to be able to listen to an authentic pronunciation of English, and to improve their speaking skills by practicing and being corrected instantly by their native English teacher. The natural interaction between the students and native English teachers is a vital way to gain confidence to speak English and to have less fear towards foreigners. The next question is "What are some difficulties encountered by the students? The mostly mentioned difficulties that the students encountered are "hard to understand, use of difficult vocabulary/difficulty in communication, speak too fast and not enough explanation, doesn't have enough time, not organized and can't concentrate well and no Korean at all". The third question is "What are the parent's perception about Co-teaching?" The parents support their children's confidence in speaking English. They want their children to have more time and interaction with the native teacher and eventually gain speaking confidence and correct pronunciation. This maybe the reason why most of the parents send their children to private English institutions. Although at school their children have native English teacher in their English classes, the parents' perception is lack of chance for their children to personally interact with their native English teacher due to a large number of classroom size. The difficulties that students encountered and parents difficulty perceptions can be divided into three main areas: teacher-related factors, language learning content factors and other factors. The suggestions on how to deal with these difficulties are offered for teacher's inspiration.
Abstract
The goal of this study is to find out how the students and parents perceive Co-teaching English class and what difficulties the students have in English class taught in English with a native English teacher and to give some suggestions to overcome these difficulties. This study has proposed three research questions, the first question is "What kind of language skill is mostly improved from Co-teaching?" The language skill that is mostly improved from Co-teaching is the speaking skill particularly "pronunciation". The students have a chance to be able to listen to an authentic pronunciation of English, and to improve their speaking skills by practicing and being corrected instantly by their native English teacher. The natural interaction between the students and native English teachers is a vital way to gain confidence to speak English and to have less fear towards foreigners. The next question is "What are some difficulties encountered by the students? The mostly mentioned difficulties that the students encountered are "hard to understand, use of difficult vocabulary/difficulty in communication, speak too fast and not enough explanation, doesn't have enough time, not organized and can't concentrate well and no Korean at all". The third question is "What are the parent's perception about Co-teaching?" The parents support their children's confidence in speaking English. They want their children to have more time and interaction with the native teacher and eventually gain speaking confidence and correct pronunciation. This maybe the reason why most of the parents send their children to private English institutions. Although at school their children have native English teacher in their English classes, the parents' perception is lack of chance for their children to personally interact with their native English teacher due to a large number of classroom size. The difficulties that students encountered and parents difficulty perceptions can be divided into three main areas: teacher-related factors, language learning content factors and other factors. The suggestions on how to deal with these difficulties are offered for teacher's inspiration.
참고문헌 (22)
- Allwright, D, "Focus on the language classroom: An introduction to classroom research for Language teachers" (1991), Cambridge University Press
- Brown, H. D, "Principles of language learning and teaching" (2000), Addison Wesley Longman
- Celik, S, "A concise examination of the artificial battle between native and non-native speaker teachers of English in Turkey", Kastamonu Education Journal, 14(2), pp.371~376 (2006)
- Chang S, "Effects of Co-teaching English class with native English teacher on elementary school students' learning attitude", 석사, pp.2007
- 최희경, "원어민교사 활용에 대한 초등영어교육 현장의 목소리: 현황과 개선 방안 탐구", Foreign Languages Education, 15(1), pp.333~362 (2008), 한국외국어교육학회
- Cohen, A., "Easifying second language learning", Study in second language acquisition, 3(2), pp.221~236 (1981)
- Hang, Q., "An examination of Co-teaching: Perspectives and efficacy indicators", Remedial and special education, 30(5), pp.259~268 (2009)
- Jang, S, "Research on the effects of team teaching upon two secondary school teachers", Educational research, 48(2), pp.177~194 (2006)
- Jung, Y-S, "The integration of student, parent and teacher through the medium of internet and English education: A suggestion for building a new theory", Multimedia assisted language learning, 2(1), pp.106~178 (1999)
- Kim. J, "The effects of elementary English training", Primary English education, 7(1), pp.103~132 (2001)
- Kim J-R, "A study on methodological trends in elementary school English education researches", Primary English education, 7(2), pp.38~63 (2002)
- 김경미, "영어 협동 수업이 초등학생의 정의적 영역에 미치는영항과 효율적인 협동 수업의 방향", 초등영어교육, 11(2), pp.133~171 (2005), 한국초등영어교육학회
- Sung-AeKim, "A Critical Reflection on the ‘Teaching English Through English’ Classes in the Korean Context", 영어교육, 57(4), pp.315~346 (2002), 한국영어교육학회
- 김영미, "원어민과 내국인 영어교사의 효율적 팀티칭을 위한 단계별 협동 전략 기초연구", 영어어문교육, 13(3), pp.177~201 (2007), 한국영어어문교육학회
- 고명희, "Korean Instructors’ and Students’ Perceptions of NS and NNS English Instructors at a University", 응용언어학, 24(2), pp.1~22 (2008), 한국응용언어학회
- Medgyes, P, "When the teacher is a non-native speaker, In Teaching English as a second or foreign language" (2001), Heinle & Heinle
- NiKolov, M., "Recent research on age, second language acquisition, and early foreign language learning", Annual review of applied linguistics, 26, pp.234~260 (2006)
- Ottewill, R, "It's good to talk: Reflections on the relationship between language and non-language learning", Annual review of applied linguistics, 26, pp.234~260 (2003)
- Pae, T, "Second language orientation and self-determination theory: A structural analysis of the factors affecting second language achievement", Journal of language and social psychology, 27(1), pp.5~27 (2008)
- 박현주, "원어민", 비원어민 교사의 수업이 언어불안과 모험시도에 미치는 영향, 2001, pp.9(2), 159~180[DOI]
- 박윤화, "A Study of University Students' Perceptions on TETE", 영어교육연구, 17(1), pp.59~82 (2005), 팬코리아영어교육학회
- 표경현, "The Relationship between Students’ Perceptions of Teaching English through English and Their Achievement", 영어교육, 64(1), pp.95~108 (2009), 한국영어교육학회