초등 예비교사의 영어 발음 지식의 변화 및 향상에 관한 연구
Primary pre-service teachers’ knowledge base and development of English pronunciation teaching
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This paper investigates the knowledge base and growth of pronunciation teaching of ten primary pre-service teachers majoring in English education. Data collected before and after a semester-long English pronunciation instruction course from participants’ own open-ended questions about their subject matter knowledge and practical knowledge of pronunciation teaching, and their simulated teaching and reflective journal writing were qualitatively analyzed. The findings show that their content knowledge of phonetics and phonology, and pedagogical content knowledge of pronunciation teaching were greatly changed and developed, as a result of taking the course. This was true both for the theoretical foundations of segmental sounds and suprasegmental features, and for practical techniques for teaching individual sounds, stress, rhythm, intonation, error correction, and feedback. The important sources of transformation and development of their knowledge were found to be the pronunciation instruction course, their positive attitudes towards pronunciation learning, their reflection on their simulated pronunciation teaching, their previous language learning experiences, and peer feedback.
Abstract
This paper investigates the knowledge base and growth of pronunciation teaching of ten primary pre-service teachers majoring in English education. Data collected before and after a semester-long English pronunciation instruction course from participants’ own open-ended questions about their subject matter knowledge and practical knowledge of pronunciation teaching, and their simulated teaching and reflective journal writing were qualitatively analyzed. The findings show that their content knowledge of phonetics and phonology, and pedagogical content knowledge of pronunciation teaching were greatly changed and developed, as a result of taking the course. This was true both for the theoretical foundations of segmental sounds and suprasegmental features, and for practical techniques for teaching individual sounds, stress, rhythm, intonation, error correction, and feedback. The important sources of transformation and development of their knowledge were found to be the pronunciation instruction course, their positive attitudes towards pronunciation learning, their reflection on their simulated pronunciation teaching, their previous language learning experiences, and peer feedback.
참고문헌 (36)
- 김현진, "수업 성찰문 분석을 통한예비 초등교사의 영어 교수 내용 지식에 대한 탐색", 현대영미어문학, 37(1), pp.161~193 (2019), 현대영미어문학회[DOI]
- 박현민, "4차 산업혁명 시대의 미래 영어교육에 대한 영어교사의 인식 및 태도 연구", 영어교과교육, 19(2), pp.111~136 (2020), 한국영어교과교육학회[DOI]
- 서은실, "초등 영어교사의 발음교육 인식 및 실제", 학습자중심교과교육연구, 16(7), pp.783~805 (2016), 학습자중심교과교육학회
- 이승민, "초등 영어 수업에서 인지 수준에 따른 활동 유형이 발음 학습에 미치는 효과", 영어교과교육, 11(3), pp.65~85 (2012), 한국영어교과교육학회[DOI]
- Baker, A. A, "Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference", pp.82~94 (2011), Iowa State University
- Baker, A. A., "Discourse prosody and teachers’ stated beliefs and practices", TESOL Journal, 2(3), pp.263~292 (2011)[DOI]
- Baker, A. A., "Exploring teachers’ knowledge of second language pronunciation techniques : Teacher cognitions, observed classroom practices, and student perceptions", TESOL Quarterly, 48(1), pp.136~163 (2014)[DOI]
- Baker, A. A., "Knowledge base of pronunciation teaching;Staking out the territory", The Canada Journal, 28(2), pp.29~50 (2011)[DOI]
- Bashan, B., "Reflective journals as a research tool : The case of student teachers’ development of teamwork", Cogent Education, 4(1), pp.1~15 (2017)[DOI]
- Borg, S, "Teacher cognition and language education: Research and practice" (2006), Continuum
- Burri, M., "Student teachers’ cognition about L2 pronunciation instruction : A case study", Australian Journal of Teacher Education, 40(10), pp.66~87 (2015)[DOI]
- Celce-Murcia, M., "Teaching pronunciation: A reference for teachers of English to speakers of other languages" (2010), Cambridge University Press
- Day, R. P., "The knowledge base in ESL", EFL teacher education, 1992, ~
- Evens, M., "Pedagogical content knowledge in the context of foreign and second language teaching : A review of the research literature", Porta Linguarum, 26, pp.187~200 (2016)[DOI]
- Farrell, T. S. C., "The TESOL encyclopedia of English language teaching", pp.1~7 (2018), John Wiley & Sons, Inc
- Gordon, J., "The knowledge base of L2 pronunciation teaching : The case of a nonnative-speaking teacher", TESL Canada Journal, 2019, pp.36(2), 91~117
- Grossman, P. L, "The making of a teacher: Teacher knowledge and teacher education" (1990), Teachers College Press
- Guskey, T. R., "Flip the script on change : Experience shapes teachers’attitudes and beliefs", The Learning Professional, 41(2), pp.18~22 (2020)[DOI]
- Hancock, M, "English pronunciation in use" (2003), Cambridge University Press
- Irvine-Niakaris, C., "Reading comprehension in test preparation classes : An analysis of teachers’ pedagogical content knowledge in TESOL", TESOL Quarterly, 49(2), pp.369~392 (2015)[DOI]
- Johnston, B., "In search of the knowledge base of language teaching : Explanations by experienced teachers", The Canadian Modern Language Review, 56, pp.437~468 (2000)[DOI]
- Kandasamy, M., "Pedagogical content knowledge : A case study of ESL teachers", Journal of Teaching &Learning English in Multicultural Contexts, 2(1), pp.1~12 (2013)[DOI]
- Kultsum, U., "The concept of pedagogical content knowledge (PCK):Recognizing the English teachers’ competences in Indonesia", Advances in Social Science, Education and Humanities Research, 134, pp.55~59 (2017)[DOI]
- Liu, S., "Pedagogical content knowledge : A case study of ESL teacher educator", English Language Teaching, 6(7), pp.128~138 (2013)[DOI]
- Lörincz, M., "English language teachers’ knowledge base : An exploration of beliefs", The Journal of Language Teaching and Learning, 12(2), pp.101~117 (2022)[DOI]
- Meijer, P. C., "Exploring language teachers’practical knowledge about teaching reading comprehension", Teaching and Teacher Education, 15, pp.59~84 (1999)[DOI]
- Öztürk, G, "The impact of early language learning experiences on EFL teachers’ language teaching beliefs and practices", International Research in Foreign language Education and Applied Linguistics, 5(2), pp.84~102 (2016)[DOI]
- Poulson, L., "The theoretical beliefs of effective teachers of literacy in primary schools : An exploratory study of orientations to reading and writing", Research Papers in Education, 16, pp.271~291 (2001)[DOI]
- Richards, J., "Beyond training" (1998), Cambridge University Press
- Rogerson-Revell, P., "English phonology and pronunciation teaching" (2011), Continuum
- Sadeghi, A., "A model of teachers’pedagogical content knowledge : A data-driven approach", TESL Quarterly, 41(2), pp.205~243 (2022)[DOI]
- Shulman, L. S., "Those who understand : Knowledge growth in teaching", Educational Researcher, 15, pp.4~14 (1986)[DOI]
- Shulman, L. D., "Knowledge and teaching : Foundations of the new reform", Harvard Educational Review, 57, pp.1~22 (1987)[DOI]
- Verloop, N., "Teacher knowledge and the knowledge base of teaching", International Journal of Educational Research, 35, pp.441~461 (2001)[DOI]
- Wineburg, S. S., "Advances in research on teaching", pp.305~348 (1991), JAI Press
- Zhao, D., "What is the most important source for teachers’knowledge development? A meta-analysis of 27 empirical studies on the sources of teachers’ knowledge", Best Evidence in Chinese Education, 10(2), pp.1375~1393 (2022)[DOI]