초등 예비 교사의 영어 문법 능력 및 문법 지도 지식의 변화에 관한 연구
Exploring changes in pre-service primary teachers’ knowledge of English grammar and grammar instruction
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study explores the impact of an English grammar course on ten pre-service primary teachers’ knowledge of English grammar and grammar instruction. Data collected from pre- and post- tests of grammar, and self-evaluation about their knowledge of grammar teaching were quantitatively analyzed, along with the qualitative analysis of their simulated grammar lessons and reflective journals. The findings show that participants’ knowledge of grammar and grammar teaching after the grammar course improved compared with their knowledge from before taking the course. Statistically significant differences in the scores of the pre- and post- tests, and in those of self-evaluation were revealed about their grammar teaching knowledge. Respondents also reported that the grammar course was beneficial in raising their consciousness of grammar teaching, and for improved planning, interactive, and evaluative decision-making in their grammar lessons. Specifically, they expressed that they had become better aware of the techniques for teaching grammar in the primary classrooms, and that they thought it more effective to use the inductive method in meaningful contexts, generating learners’ motivation and interests, as well as integrating grammar with the four language skills and vocabulary or pronunciation. Notably, respondents realized that the grammar course was valuable for developing confidence in teaching grammar in the primary English class.
Abstract
This study explores the impact of an English grammar course on ten pre-service primary teachers’ knowledge of English grammar and grammar instruction. Data collected from pre- and post- tests of grammar, and self-evaluation about their knowledge of grammar teaching were quantitatively analyzed, along with the qualitative analysis of their simulated grammar lessons and reflective journals. The findings show that participants’ knowledge of grammar and grammar teaching after the grammar course improved compared with their knowledge from before taking the course. Statistically significant differences in the scores of the pre- and post- tests, and in those of self-evaluation were revealed about their grammar teaching knowledge. Respondents also reported that the grammar course was beneficial in raising their consciousness of grammar teaching, and for improved planning, interactive, and evaluative decision-making in their grammar lessons. Specifically, they expressed that they had become better aware of the techniques for teaching grammar in the primary classrooms, and that they thought it more effective to use the inductive method in meaningful contexts, generating learners’ motivation and interests, as well as integrating grammar with the four language skills and vocabulary or pronunciation. Notably, respondents realized that the grammar course was valuable for developing confidence in teaching grammar in the primary English class.
참고문헌 (32)
- 강혜정, "입력 중심과 출력 중심 형태초점 접근법이 중학생 영어 문법 학습에 미치는 영향", 영어교과교육, 17(1), pp.43~63 (2018)[DOI]
- 김영현, "초등영어 문법교육에 대한 영어 전담교사의 인식과 문법지도 방안", 영어영문학, 21, pp.1~26 (2018)[DOI]
- 서소담, "영어 문법 교육에 관한 역사적 고찰 : 교육과정과 교과서를 중심으로", 영어교과교육, 19(2), pp.137~157 (2020)[DOI]
- 이상기, "교실이야기를 담은 영어 어휘문법 지도" (2023), 한국문화사
- 최희경, "초등영어 문법 교수 학습에 대한 교사와 학생들의 인식 및 실태 연구", 외국어교육, 21(4), pp.111~148 (2014)[DOI]
- Amirghassmi, A., "The effect of deductive vs. inductive grammar instruction on Iranian EFL learners’ spoken accuracy and fluency", International Journal of Applied Linguistics & English Literature, 5(1), pp.8~17 (2016)[DOI]
- Andrews, S., "Teacher language awareness" (2007), Cambridge University Press
- Azar, B. S., "Understanding and using English grammar" (2017), Pearson Education
- Borg, S., "Self-perception and practice in teaching grammar", ELT Journal, 55(1), pp.21~29 (2001)[DOI]
- Borg, S., "Integrating grammar in adult TESOL classrooms", Applied Linguistics, 29(3), pp.456~482 (2008)[DOI]
- Cameron, L., "Teaching languages to young learners" (2001), Cambridge University Press
- Celik, B., "Comparing the effectiveness of form-focused and meaning-focused instructions in EFL teaching", Journal of Education in Black Sea Region, 1(1), pp.5~15 (2016)[DOI]
- Ellis, R., "Current issues in the teaching of grammar : An SLA perspective", TESOL Quarterly, 40(1), pp.83~107 (2006)[DOI]
- Graus, J., "Student teacher beliefs on grammar instruction", Language Teaching Research, 20(5), pp.571~599 (2016)[DOI]
- Graus, J., "Influencing student teacher grammar cognitions : The case of the incongruous curriculum", Modern Language Journal, 102(4), pp.693~712 (2018)[DOI]
- Harmer, J., "The practice of English language teaching" (2008), Longman
- Huang, L., "Comparing the deductive method and inductive method of grammar teaching for Chinese senior high school students", Journal of Education, Humanities and Social Sciences, 8, pp.229~237 (2023)[DOI]
- Kaur, S., "Effectiveness of deductive and inductive methods in teaching English grammar at elementary level", International Journal of Advanced Research, 4(7), pp.1241~1247 (2016)[DOI]
- Larsen-Freeman, D., "Teaching English as a second or foreign language", pp.256~270 (2013), Heinle
- Lee, J, F., "Experiential teacher education-preparing preservice teachers to teach English grammar through an experiential learning project", Australian Journal of Teacher Education, 44(1), pp.1~20 (2019)[DOI]
- Lightbown, P., "How languages are learned" (2013), Oxford University Press
- Myhill, D., "Grammar matters : How teachers’grammatical knowledge impacts on the teaching of writing", Teaching and Teacher Education, 36, pp.77~91 (2013)[DOI]
- Nazari, N., "The effect of implicit and explicit grammar instruction on learners’ achievements in receptive and productive modes", Procedia-Social and Behavioral Sciences, 70, pp.156~162 (2013)[DOI]
- Nunan, D., "Teaching English to young learners" (2011), Anaheim University Press
- Petraki, E., "Effective grammar teaching : Lessons from confident grammar teachers", TESOL in Context, 21(2), pp.34~51 (2011)
- Phipps, S., "Exploring tensions between teachers’ grammar teaching beliefs and practices", System, 37(3), pp.380~390 (2009)[DOI]
- Richards, J. C., "Towards a pedagogy of grammar instruction", RELC Journal, 45(1), pp.5~25 (2014)[DOI]
- "Generating student motivation" (2006)[URL]
- Schurz, A., "Grammar teaching in ELT : A cross-national comparison of teacher-reported practices", Language Teaching Research, 27(5), pp.1167~1192 (2023)[DOI]
- Thornbury, S., "Uncovering grammar" (2005), Macmillan
- Thornbury, S., "How to teach grammar" (2008), Pearson Education
- Wishart, J., "A cycle insecurity : Primary teachers’practices and resources for the teaching of written grammar", Language and Education, pp.1~17 (2023)[DOI]