원어민 영어교사 협력수업 효과에 대한 학생들의 인식조사

Abstract

The MEST has recently increased the native English teachers in Korean classrooms close to one person one school (81.7% as of 2010). It is high time that the effects of the cost be investigated. This study used two sets of survey to find out the perception of students as to how they feel about having native speakers and how effective they think the teachers are on their English study. The sample population is stratified across gender, different levels of schools, city size, type of schools (humanities stream and foreign language stream). The result shows that male students generally have higher recognition of native English teachers and its positive correlation with the perception of effects. Middle school and high school comparison shows mixed result. Eup/Myeon area population has higher recognition on native English teachers, but metropolitan city population showed higher perception on the effects of native English teachers. The same trends appeared in the comparison of humanities high schools and foreign language high schools. This is interpreted as a new toy effect in which native English teachers are emotionally appealing and motivating for students who has low accessibility to native speakers. But students who have studied a long period with native speakers tend to be more interested in cognitive effects of native English teachers. The paper concludes that the initial excitement of having native English teachers should be replaced with the quality of contribution in Korean classrooms made by native English teachers.