초등 교사들의 영어교육에 대한 인식과 태도
Elementary teachers‘ beliefs and attitudes towards teaching English
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This study purports to investigate elementary teachers' beliefs and attitudes towards some key aspects of teaching and learning English, thus examining whether elementary English has settled more stably since 2007. A questionnaire was administered to 42 elementary teachers and t-test was used to compare the result with that of Kim(2007). The overall result shows that teacher understanding of elementary English education is increasing and changing in a positive direction. It has reached a somewhat stable stage in improving communication skills focusing on meaning rather than form, reducing student anxiety, using various teaching methods and realia, pair and small group activities, learner-centered learning tasks, and guidance on learning strategies. In addition, a few things have changed significantly since 2007. Teachers often correct student errors with recast. They perceive that all students can develop basic communication skills, acknowledging an individual's potential for foreign language learning ability. They come to believe that input alone does not lead to language acquisition and significantly more teachers think that explicit form-focused instruction is sometimes necessary. This is a positive result when considering that elementary school students are undergoing what is termed by Piaget the concrete operational stage. Through an analysis of elementary teacher beliefs and attitudes, this paper concludes that there has been significant development in the direction of English education.
Abstract
This study purports to investigate elementary teachers' beliefs and attitudes towards some key aspects of teaching and learning English, thus examining whether elementary English has settled more stably since 2007. A questionnaire was administered to 42 elementary teachers and t-test was used to compare the result with that of Kim(2007). The overall result shows that teacher understanding of elementary English education is increasing and changing in a positive direction. It has reached a somewhat stable stage in improving communication skills focusing on meaning rather than form, reducing student anxiety, using various teaching methods and realia, pair and small group activities, learner-centered learning tasks, and guidance on learning strategies. In addition, a few things have changed significantly since 2007. Teachers often correct student errors with recast. They perceive that all students can develop basic communication skills, acknowledging an individual's potential for foreign language learning ability. They come to believe that input alone does not lead to language acquisition and significantly more teachers think that explicit form-focused instruction is sometimes necessary. This is a positive result when considering that elementary school students are undergoing what is termed by Piaget the concrete operational stage. Through an analysis of elementary teacher beliefs and attitudes, this paper concludes that there has been significant development in the direction of English education.
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