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두 예비 초등교사의 영어 수업 중 모국어 사용에 관한 연구: 인식과 양상

A study of two pre-service teachers’ first language use in second language English instruction: Perceptions and practices

조규희|손소혜|장세영|이대기|정고은
한국영어교과교육학회 (The Korea English Education Society)|2023.11|영어교과교육 (Journal of the Korea English Education Society)|제22권 제4호|pp. 149-175|DOI 10.18649/jkees.2023.22.4.149

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키워드

예비교사모국어 사용인식과 양상영어 수업Pre-service teacherL1 usePerceptions and practicesEnglish instruction

초록

The role of the first language (L1) in teaching English as a foreign language has been a topic of ongoing debate. This study investigated this matter by examining two elementary pre-service teachers’ perceptions and practices regarding L1 use in their English instruction. Employing a combination of methods, including in-depth interviews, detailed lesson transcriptions, and stimulated recall techniques, the study reveals insights about pre-service teachers’ language use. In essence, both teachers recognized the importance of using the target language in effective English teaching. Nevertheless, they exhibited varying degrees of L1 usage in different instructional contexts and expressed a willingness to improve its meaningful use. Moreover, their perceived practical usage of L1 and its actual application showed divergences in specific teaching scenarios. These findings underscore the need for direct guidance for pre-service teachers on optimal L1 strategies in English instruction. Additionally, the study highlights the value of reflective practices, especially using stimulated recall, as a helpful tool in refining and enhancing pre-service teacher training, ultimately aiming for more effective English instruction.

Abstract

The role of the first language (L1) in teaching English as a foreign language has been a topic of ongoing debate. This study investigated this matter by examining two elementary pre-service teachers’ perceptions and practices regarding L1 use in their English instruction. Employing a combination of methods, including in-depth interviews, detailed lesson transcriptions, and stimulated recall techniques, the study reveals insights about pre-service teachers’ language use. In essence, both teachers recognized the importance of using the target language in effective English teaching. Nevertheless, they exhibited varying degrees of L1 usage in different instructional contexts and expressed a willingness to improve its meaningful use. Moreover, their perceived practical usage of L1 and its actual application showed divergences in specific teaching scenarios. These findings underscore the need for direct guidance for pre-service teachers on optimal L1 strategies in English instruction. Additionally, the study highlights the value of reflective practices, especially using stimulated recall, as a helpful tool in refining and enhancing pre-service teacher training, ultimately aiming for more effective English instruction.

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