영어교사 메타언어능력에 대한 연구
A Study on NNS English Teachers’ Metalinguistic Knowledge
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초록
The purpose of this study is to examine non-native speaking (NNS) English teachers' metalinguistic knowledge in relation to their language proficiency and the teacher background factors. Data was collected from eighty-one (N=81) NNS in-service and pre-service English teachers who had completed a teacher training program in the U.S and South Korea. All participants were asked to complete a series of tests to check their levels of metalinguistic knowledge (MK) that consisted of 34 test items asking participants’ metalanguage cognition (MK1）and 15 items of metalanguage production (MK2). The participants were divided into three groups based on the result of English proficiency test (LP)-advanced, mid, lower level group. The results have shown that there were significant group differences only between the advanced and lower group in both MK1 and MK2, implying a weak correlation between participants’ MK and LP. Further analysis of selected items in MK1 and MK2 showed that the group difference differed according to the learinng difficulty of language structure, suggesting that the difficulty of structure might be a crucial factor in interacting with participants’ MK and LP. Finally, it was found that two of the teacher background factors, such as participants’ training period and the class level were correlated to both MK1 and MK2. Implications and suggestions from the findings are discussed.
Abstract
The purpose of this study is to examine non-native speaking (NNS) English teachers' metalinguistic knowledge in relation to their language proficiency and the teacher background factors. Data was collected from eighty-one (N=81) NNS in-service and pre-service English teachers who had completed a teacher training program in the U.S and South Korea. All participants were asked to complete a series of tests to check their levels of metalinguistic knowledge (MK) that consisted of 34 test items asking participants’ metalanguage cognition (MK1）and 15 items of metalanguage production (MK2). The participants were divided into three groups based on the result of English proficiency test (LP)-advanced, mid, lower level group. The results have shown that there were significant group differences only between the advanced and lower group in both MK1 and MK2, implying a weak correlation between participants’ MK and LP. Further analysis of selected items in MK1 and MK2 showed that the group difference differed according to the learinng difficulty of language structure, suggesting that the difficulty of structure might be a crucial factor in interacting with participants’ MK and LP. Finally, it was found that two of the teacher background factors, such as participants’ training period and the class level were correlated to both MK1 and MK2. Implications and suggestions from the findings are discussed.
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