예비중등영어교사를 위한 내용중심교수법을 활용한 영어쓰기 수업 모형
An Instruction Model of English Writing for Pre-service Secondary English Teachers' Writing Improvement through CBI
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Recent demand of English writing skill development in Korean secondary schools has changed the qualification of competent English teachers’knowledge of effective English writing instruction as well as proficiencyof English writing. This study is designed to explore effects of CBIon development of pre-service secondary English teachers’ Englishwriting skills and their knowledge related to English teaching and onchanges in their affective factors. Twenty two seniors majoring Englisheducation participated in the study which asked them to take pre-andpost-writing tests and to self-assess CBI lessons with 15 survey questionsand two open questions. The findings show that CBI is beneficial forpre-service secondary English teachers (1) to develop their Englishwriting skills, (2) to increase their interest and competence in Englishwriting but to decrease their anxiety of English writing, and (3) toacquire knowledge of English education. Pedagogical implications andsuggestions for a future study are also provided.
Abstract
Recent demand of English writing skill development in Korean secondary schools has changed the qualification of competent English teachers’knowledge of effective English writing instruction as well as proficiencyof English writing. This study is designed to explore effects of CBIon development of pre-service secondary English teachers’ Englishwriting skills and their knowledge related to English teaching and onchanges in their affective factors. Twenty two seniors majoring Englisheducation participated in the study which asked them to take pre-andpost-writing tests and to self-assess CBI lessons with 15 survey questionsand two open questions. The findings show that CBI is beneficial forpre-service secondary English teachers (1) to develop their Englishwriting skills, (2) to increase their interest and competence in Englishwriting but to decrease their anxiety of English writing, and (3) toacquire knowledge of English education. Pedagogical implications andsuggestions for a future study are also provided.
참고문헌 (27)
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