COLT 활용 초등학교 영어과 수업 관찰 분석
An Observation and Analysis of an EFL Class of Elementary School Using COLT Observation Scheme
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초록
The purpose of this paper is to investigate the extent that Communicative Language Teaching (CLT) approach is reflected in English as a Foreign Language (EFL) class in Korean elementary schools. In the literature review, we examined previous studies regarding the introduction and expansion of English classes in Korean elementary schools since 1997 and classroom observation tools such as Foreign Language interaction (FLint), Foci Observing Communications Used in Settings (FOCUS), and Communicative Orientation of Language Teaching (COLT). Based on the literature review, this study chose COLT as a class observation scheme and analyzed one model class of EFL at an elementary school. The research findings revealed that most students who participated in the class did not sufficiently have meaningful opportunities to speak English in their own words. The majority of participants spoke from memorization of phrases and sentences rather than through meaningful communication, which shows their lack of willingness to communicate. These results suggest that EFL classes in elementary school should be more communicatively oriented in order to increase students' communicative competence which is regarded as one of the most important skills to possess in the 21st century. Based on the research findings, we suggest further studies seek to find ways to use referential questions to make English class more communicative and help students communicate their genuine messages in English. Also, as this study observed only one model class, more diverse English classroom observations at the elementary school level can be conducted in follow-up studies.
Abstract
The purpose of this paper is to investigate the extent that Communicative Language Teaching (CLT) approach is reflected in English as a Foreign Language (EFL) class in Korean elementary schools. In the literature review, we examined previous studies regarding the introduction and expansion of English classes in Korean elementary schools since 1997 and classroom observation tools such as Foreign Language interaction (FLint), Foci Observing Communications Used in Settings (FOCUS), and Communicative Orientation of Language Teaching (COLT). Based on the literature review, this study chose COLT as a class observation scheme and analyzed one model class of EFL at an elementary school. The research findings revealed that most students who participated in the class did not sufficiently have meaningful opportunities to speak English in their own words. The majority of participants spoke from memorization of phrases and sentences rather than through meaningful communication, which shows their lack of willingness to communicate. These results suggest that EFL classes in elementary school should be more communicatively oriented in order to increase students' communicative competence which is regarded as one of the most important skills to possess in the 21st century. Based on the research findings, we suggest further studies seek to find ways to use referential questions to make English class more communicative and help students communicate their genuine messages in English. Also, as this study observed only one model class, more diverse English classroom observations at the elementary school level can be conducted in follow-up studies.
참고문헌 (21)
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