초등 영어 교육에서 문법 지도 방법과 교정 피드백 유형에 관한 교사와 학생의 인식 연구
Elementary School Teachers’ and Students’ Perceptions of English Grammar Instruction and Corrective Feedback
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This study explores how elementary school teachers and students perceive English grammar instruction and corrective feedback. Fifty elementary school teachers and 966 students (3rd∼6th graders) were recruited for the present study. Two types of questionnaires were designed and administered: one for teachers and the other for students. Results showed that most teachers preferred implicit grammar instruction to explicit instruction. While most students agreed that English grammar instruction plays a valuable role in learning English, they had no preference for a particular instructional method. Also, there was a clear gap between teachers and students in terms of corrective feedback preferences. The teachers were found to assume that their students did not want to receive corrective feedback, whereas their students favored their teachers’ provision of corrective feedback when needed. Other factors such as gender, grade, age of onset, and school district were also found to influence the participating learners’ perception of grammar instruction and corrective feedback.
Abstract
This study explores how elementary school teachers and students perceive English grammar instruction and corrective feedback. Fifty elementary school teachers and 966 students (3rd∼6th graders) were recruited for the present study. Two types of questionnaires were designed and administered: one for teachers and the other for students. Results showed that most teachers preferred implicit grammar instruction to explicit instruction. While most students agreed that English grammar instruction plays a valuable role in learning English, they had no preference for a particular instructional method. Also, there was a clear gap between teachers and students in terms of corrective feedback preferences. The teachers were found to assume that their students did not want to receive corrective feedback, whereas their students favored their teachers’ provision of corrective feedback when needed. Other factors such as gender, grade, age of onset, and school district were also found to influence the participating learners’ perception of grammar instruction and corrective feedback.
참고문헌 (39)
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