영어말하기 교육과정 현황 및 운영에 관한 실태연구: 중학교 중심으로
The Current Status Report on the English Speaking Curriculum of the English Speaking Instruction: focused on Korean Middle Schools
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The purpose of this study is to report on the current status for the English speaking curriculum and instruction in the Korean middle schools through the nation-wide online survey conducted to students, parents, and teachers. This study attempts to provide an in-depth analysis of schools’ reponses to the 9 survey question items on the English speaking curriculum in schools and those of students(1,372), teachers(1,584) and parents(1,294) on the English speaking instruction for improving its effectiveness. The results showed that various types of English programs were designed and implemented in order to enhance students’ motivations for learning English as a foreign language such as after-school programs, differentiated classroom instruction, multimedia based language teaching, and so on. It was revealed that a majority of all three groups favorably responded to items that asked their satisfaction about the school’s English speaking instruction. A number of methodological and environmental improvements affecting English language learning were called for, which ranged from improving teachers’ English teaching methodology, reducing the class size, developing the multifarious materials such as workbooks, digital contents for students and teachers, and to using interesting school text books. Based on the results of the study, pedagogical implications for improving the English speaking programs in school classrooms are suggested.
Abstract
The purpose of this study is to report on the current status for the English speaking curriculum and instruction in the Korean middle schools through the nation-wide online survey conducted to students, parents, and teachers. This study attempts to provide an in-depth analysis of schools’ reponses to the 9 survey question items on the English speaking curriculum in schools and those of students(1,372), teachers(1,584) and parents(1,294) on the English speaking instruction for improving its effectiveness. The results showed that various types of English programs were designed and implemented in order to enhance students’ motivations for learning English as a foreign language such as after-school programs, differentiated classroom instruction, multimedia based language teaching, and so on. It was revealed that a majority of all three groups favorably responded to items that asked their satisfaction about the school’s English speaking instruction. A number of methodological and environmental improvements affecting English language learning were called for, which ranged from improving teachers’ English teaching methodology, reducing the class size, developing the multifarious materials such as workbooks, digital contents for students and teachers, and to using interesting school text books. Based on the results of the study, pedagogical implications for improving the English speaking programs in school classrooms are suggested.
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