우리나라 영어교사의 영어 발음 지도에 대한 고찰
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초록
The purpose of this study is to examine the attitudes of Korean English teachers toward their own accents and teaching English pronunciation. For this study, 100 non-native teachers from public primary and secondary schools in Korea were surveyed. The results of the survey showed that the respondents realized the significance of English pronunciation in communication and the necessity of teaching it. However, they showed little satisfaction with their accents and confidence in teaching pronunciation due to their dependence on native English accents. To prove to them that non-native teachers, as advanced learners, have advantages in teaching pronunciation and that their pronunciation, if intelligible, is acceptable as a World English (WE), chances to experience WE should be provided for teachers and their students. Korea's curriculum allows teachers to use WE materials in class, but it is difficult to find them in school textbooks, listening tests, English camps for students, or teacher training programs. Therefore, textbook publishers, test makers, and English program designers must consider the intelligible pronunciation of WE speakers and produce authentic materials and programs. These efforts will help non-native teachers to be confident English users and instructors.
Abstract
The purpose of this study is to examine the attitudes of Korean English teachers toward their own accents and teaching English pronunciation. For this study, 100 non-native teachers from public primary and secondary schools in Korea were surveyed. The results of the survey showed that the respondents realized the significance of English pronunciation in communication and the necessity of teaching it. However, they showed little satisfaction with their accents and confidence in teaching pronunciation due to their dependence on native English accents. To prove to them that non-native teachers, as advanced learners, have advantages in teaching pronunciation and that their pronunciation, if intelligible, is acceptable as a World English (WE), chances to experience WE should be provided for teachers and their students. Korea's curriculum allows teachers to use WE materials in class, but it is difficult to find them in school textbooks, listening tests, English camps for students, or teacher training programs. Therefore, textbook publishers, test makers, and English program designers must consider the intelligible pronunciation of WE speakers and produce authentic materials and programs. These efforts will help non-native teachers to be confident English users and instructors.
참고문헌 (29)
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