유치원 영어수업에서 영어담당교사가 사용하는 교수전략과 유아반응

Abstract

This study investigated the differences in instructional strategies used by visiting native-English speaking teachers and their host Korean homeroom kindergarten teachers and examined the results of those strategies. Findings reveal that instructional differences centered on the type of questions posed, the type and accuracy of student responses, and the frequency of individual versus group questioning and responses. First, when teachers asked questions, homeroom teachers elicited a higher percentage of correct responses than did native-English speaking teachers. Observations indicated that there were many cases in which children answered automatically while failing to understand a question posed by a native- English speaking teacher. Second, when a homeroom teacher asked a question, short-answer responses were most frequent. Homeroom teachers, who are limited in English proficiency, asked many closed-response questions rather than open-ended questions. On the other hand, when a native-English speaking teacher asked a question, a narrative-type response was more frequent. This is because native-English speaking teachers asked the questions in an open format. Third, when a homeroom teacher asked a question, a one-to-one response was more frequent. Homeroom teachers questioned individually in order to give each child an equal opportunity to participate. In contrast, when a native-speaking teacher asked a question, the children responded as a group. Native-English speaking teachers didn't know the names or characteristics of each individual child, and thus asked questions which targeted the group as a whole. Finally, in the native-English speaking visiting teacher's instruction, the children's refusal to respond appeared in diverse forms. These findings indicate that guest native-English speaking teachers need preparation in understanding Korean culture, especially with regard to Korean kindergarten classrooms and early childhood in general. More particularly, they need more preparation in working with the specific classrooms, to which they are assigned, and the Korean homeroom teachers of those classrooms in order to develop effective questioning strategies.