ESP 교재 평가 기준에 대한 교사의 인식 분석
An Analysis of Teachers’ Perceptions on ESP Materials Evaluation Criteria
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The main objective of this study is to determine whether there are differences in teachers’ perceptions between the materials evaluation criteria for English for Specific Purposes (ESP) and those for general English textbooks. A total of 32 pre- and in-service English teachers trained at a university in Korea participated in a questionnaire survey. The questionnaire comprised two checklists: one for evaluating ESP materials and the other for assessing general English materials. For both sets, participants rated each criterion’s importance for ESP and general English materials. The analysis revealed that among the 17 criteria in the ESP materials evaluation checklist, 13 exhibited statistically significant differences in ratings between ESP and general English materials, particularly favoring criteria related to authenticity, target situations, and learner needs. However, no statistical differences were observed in criteria ratings for the general English materials evaluation checklist. In the participants’ qualitative responses, the appropriateness of content to the target communicative situations, the authenticity of language for the communicative activities and the suitability for the learners’ needs were most frequently mentioned. The findings imply that ESP materials evaluation criteria should be tailored to ESP contexts, and the relative importance assigned to ESP and general English materials evaluation criteria should differ.
Abstract
The main objective of this study is to determine whether there are differences in teachers’ perceptions between the materials evaluation criteria for English for Specific Purposes (ESP) and those for general English textbooks. A total of 32 pre- and in-service English teachers trained at a university in Korea participated in a questionnaire survey. The questionnaire comprised two checklists: one for evaluating ESP materials and the other for assessing general English materials. For both sets, participants rated each criterion’s importance for ESP and general English materials. The analysis revealed that among the 17 criteria in the ESP materials evaluation checklist, 13 exhibited statistically significant differences in ratings between ESP and general English materials, particularly favoring criteria related to authenticity, target situations, and learner needs. However, no statistical differences were observed in criteria ratings for the general English materials evaluation checklist. In the participants’ qualitative responses, the appropriateness of content to the target communicative situations, the authenticity of language for the communicative activities and the suitability for the learners’ needs were most frequently mentioned. The findings imply that ESP materials evaluation criteria should be tailored to ESP contexts, and the relative importance assigned to ESP and general English materials evaluation criteria should differ.
참고문헌 (32)
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