초등학교 교사 및 학습자의 영문법교육에 대한 인식 분석
An Analysis of Primary School English Teachers’ and Students’ Perceptions of English Grammar Instruction
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The purpose of this study is to analyze primary school teachers’ and students’ perceptions on various issues that occur in English grammar teaching. For this purpose, a survey was conducted on 53 primary school teachers who teach English and 130 6th grade students. In addition, 6 teachers and 6 students were interviewed based on factors that showed prominent differences in the survey results. Data comparisons indicated a relatively high disagreement between the student group and the teacher group on input amount of grammar rules, preference of intensive and extensive grammar teaching, and degree of error correction. The four major reasons include their prior teaching and learning experiences, teachers’ prejudice about good grammar teaching, students’ excessive learning anxiety, and views of traditional teachers and student roles. Disagreements in their perceptions and beliefs can hinder students’ progress in language learning, so it is important for teachers to understand students’ needs and interests in order to simultaneously reduce such disagreements and enhance their learning. The results also suggest the use of integrated language teaching methods to help students improve their communication skills, focusing more on grammar forms such as Focus-on Form and the Bottom-up method.
Abstract
The purpose of this study is to analyze primary school teachers’ and students’ perceptions on various issues that occur in English grammar teaching. For this purpose, a survey was conducted on 53 primary school teachers who teach English and 130 6th grade students. In addition, 6 teachers and 6 students were interviewed based on factors that showed prominent differences in the survey results. Data comparisons indicated a relatively high disagreement between the student group and the teacher group on input amount of grammar rules, preference of intensive and extensive grammar teaching, and degree of error correction. The four major reasons include their prior teaching and learning experiences, teachers’ prejudice about good grammar teaching, students’ excessive learning anxiety, and views of traditional teachers and student roles. Disagreements in their perceptions and beliefs can hinder students’ progress in language learning, so it is important for teachers to understand students’ needs and interests in order to simultaneously reduce such disagreements and enhance their learning. The results also suggest the use of integrated language teaching methods to help students improve their communication skills, focusing more on grammar forms such as Focus-on Form and the Bottom-up method.
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