Effective Teaching Techniques in Teaching English Though English
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참고문헌
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초록
This study explores more effective ways of implementing Teaching English Through English (TETE) in college EFL classrooms in Korea by investigating students’ perceptions on teaching techniques affecting success in TETE. The basic assumption for the study is that abundant L2 input is indispensable for second (L2) language acquisition, but a language can be learned only if there is the proper sort of input. The main instruments employed in this study were questionnaires based on the research questions asking for (1) teaching techniques for making language features noticeable for comprehensible input in TETE, and (2) significant differences in the effectiveness of teaching techniques according to learner’s language proficiency and contents comprehensibility in TETE. The findings show that appropriate classroom techniques should be taken into consideration according to students' language proficiency levels. A slow rate speech and error correction were teaching techniques which were required much more for the learners with low English proficiency, while restatement was for the learners with high English proficiency. English-only class was considered not effective for the learners with low English proficiency. The class partially supported by their native languages was perceived effective for both learners. The command among the techniques was not favored by all levels.
Abstract
This study explores more effective ways of implementing Teaching English Through English (TETE) in college EFL classrooms in Korea by investigating students’ perceptions on teaching techniques affecting success in TETE. The basic assumption for the study is that abundant L2 input is indispensable for second (L2) language acquisition, but a language can be learned only if there is the proper sort of input. The main instruments employed in this study were questionnaires based on the research questions asking for (1) teaching techniques for making language features noticeable for comprehensible input in TETE, and (2) significant differences in the effectiveness of teaching techniques according to learner’s language proficiency and contents comprehensibility in TETE. The findings show that appropriate classroom techniques should be taken into consideration according to students' language proficiency levels. A slow rate speech and error correction were teaching techniques which were required much more for the learners with low English proficiency, while restatement was for the learners with high English proficiency. English-only class was considered not effective for the learners with low English proficiency. The class partially supported by their native languages was perceived effective for both learners. The command among the techniques was not favored by all levels.
참고문헌 (14)
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