수준별 이동수업을 통한 영어수업의 효율성 고찰
Understanding English Classes Reorganized by Students' Proficiency Levels at Secondary Schools
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참고문헌
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초록
Many students at secondary schools in large cities leave their home rooms and move to other classes to study English according to their proficiency levels. This study investigated students' and teachers' attitudes toward the English class. The data for this investigation were gathered through a survey of 1331 students and 83 teachers in Daegu. The survey revealed that high level students generally had positive attitudes toward their English class, but low level students did not. The results of the analyses of variance indicated that the higher the school grade was and the lower the students' proficiency levels were, the more negative their attitudes were. These results suggest that some countermeasures are needed to solve the problems with low level students: low self-esteem and noisy classes. The system of mid-term and final exams should also be revised as the majority of teachers who participated pointed out. Because the same tests are given without regard to students' levels, the curriculum must be the same, which makes the reorganized classes meaningless or less effective.
Abstract
Many students at secondary schools in large cities leave their home rooms and move to other classes to study English according to their proficiency levels. This study investigated students' and teachers' attitudes toward the English class. The data for this investigation were gathered through a survey of 1331 students and 83 teachers in Daegu. The survey revealed that high level students generally had positive attitudes toward their English class, but low level students did not. The results of the analyses of variance indicated that the higher the school grade was and the lower the students' proficiency levels were, the more negative their attitudes were. These results suggest that some countermeasures are needed to solve the problems with low level students: low self-esteem and noisy classes. The system of mid-term and final exams should also be revised as the majority of teachers who participated pointed out. Because the same tests are given without regard to students' levels, the curriculum must be the same, which makes the reorganized classes meaningless or less effective.
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