예비 영어교사의 영어 말하기 지도에 대한 신념
Pre-Service English Teachers' Beliefs about Teaching English Speaking
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This study aims to investigate pre-service English teachers' beliefs about the principles for teaching speaking, classroom techniques for teaching conversation and pronunciation, the impact of past experience as learners of English on teaching speaking, and changes in their beliefs about teaching speaking during the practicum. Data were collected from nine pre-service teachers through interviews, classroom observation, and teaching plans. The results showed that many of them believed that teachers should focus on fluency, and on both fluency and accuracy, give opportunities for students to do pair work or group work, provide speaking tasks in meaningful contexts, encourage them to use speaking strategies such as asking for clarification, repetition, conversation cues, and nonverbal expressions. It was found that most participants believed that role plays, and talking about personal interests or experiences were effective for teaching conversation, and that listen-repeat technique focusing minimal pairs was useful for teaching pronunciation. No impact of their prior learning experience was on teaching speaking during their teaching practice. Their beliefs about teaching speaking were also found to be changed because of middle or high school student factors, especially their abilities, interests, and motivation.
Abstract
This study aims to investigate pre-service English teachers' beliefs about the principles for teaching speaking, classroom techniques for teaching conversation and pronunciation, the impact of past experience as learners of English on teaching speaking, and changes in their beliefs about teaching speaking during the practicum. Data were collected from nine pre-service teachers through interviews, classroom observation, and teaching plans. The results showed that many of them believed that teachers should focus on fluency, and on both fluency and accuracy, give opportunities for students to do pair work or group work, provide speaking tasks in meaningful contexts, encourage them to use speaking strategies such as asking for clarification, repetition, conversation cues, and nonverbal expressions. It was found that most participants believed that role plays, and talking about personal interests or experiences were effective for teaching conversation, and that listen-repeat technique focusing minimal pairs was useful for teaching pronunciation. No impact of their prior learning experience was on teaching speaking during their teaching practice. Their beliefs about teaching speaking were also found to be changed because of middle or high school student factors, especially their abilities, interests, and motivation.
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