대형․다수준 EFL 수업에서 의사소통중심 교수법
Communicative Language Teaching in Large Mixed-level EFL Classes
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초록
This study examines not only Korean students’ perceptions of employing communicative language teaching (CLT) in large multi-level EFL classes but also the main factors affecting their perceptions. One hundred and nineteen college students, ranging in English proficiency from beginner to low-intermediate, from two intact classes implementing CLT for one academic year participated in this study. Data from surveys, follow-up interviews, and field notes were collected and analyzed by using both quantitative and qualitative techniques. The results indicate that students identify the CLT classes positively with respect to having an interest and self-motivation in different communicative activities, focusing on tasks, and improving their meaningful use of English. The findings support the results of the original study conducted in large homogeneous classes although the four factors were found to be more beneficial to relatively higher level, rather than lower level students. Thus, it seems that for beginners, collaborative learning, including pair or group work, is less effective in large mixed-level classes.
Abstract
This study examines not only Korean students’ perceptions of employing communicative language teaching (CLT) in large multi-level EFL classes but also the main factors affecting their perceptions. One hundred and nineteen college students, ranging in English proficiency from beginner to low-intermediate, from two intact classes implementing CLT for one academic year participated in this study. Data from surveys, follow-up interviews, and field notes were collected and analyzed by using both quantitative and qualitative techniques. The results indicate that students identify the CLT classes positively with respect to having an interest and self-motivation in different communicative activities, focusing on tasks, and improving their meaningful use of English. The findings support the results of the original study conducted in large homogeneous classes although the four factors were found to be more beneficial to relatively higher level, rather than lower level students. Thus, it seems that for beginners, collaborative learning, including pair or group work, is less effective in large mixed-level classes.
참고문헌 (31)
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