대구·경북 지역의 실태 조사에 근거한 초등영어 학습 부진 해소 방안

Abstract

The present study aims at finding out how to support slow learners in English classes at Korean primary schools. For the purpose the study surveyed how many primary school students suffer from falling behind in English classes, what their cognitive and affective characteristics are, and what their environmental conditions are. Research reveals that at maximum about 30% of Korean primary school students can be classified as slow English learners and that they share several characteristics cognitively, affectively and environmentally. A clear understanding of these characteristics enables timely identification of slow English learners and effective teaching of them. The study also implemented a survey with 6 primary school teachers in Daegu and Kyoungsangbook-do to figure out the conditions of the current programs for slow English learners. Questions were e-mailed to the teachers regarding how slow English learners are selected, how many students participate in the classes for slow English learners, when and how long the classes are given, who teach the classes, and what are taught in the classes. Additionally interviews were carried out with the teachers when necessary. The collected data show that 4 out of the 6 schools offer special classes to slow English learners and the classes have several aspects in common regarding selection of slow English learners and teaching of them. The study analyzed the common aspects and concluded that some aspects contribute to bringing about desired outcomes but the others work negatively. Based on the analysis it suggests how to improve current slow English learner programs.