초등예비교사들이 지닌 원어민 강사에 대한 기대와 현실
The Expectations and Realities of Pre-service Elementary School Teachers' toward Native Speakers of English Lecturers
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The purpose of this study was to examine pre-service elementary school teachers' expectation and reality toward native speakers of English lecturers. A total of 517 freshman and sophomore students participated in this study. The freshman students were instructed during English class by nonnative speakers of English, whereas the sophomore students had the experience of being taught English class both by native and nonnative speakers of English. A questionnaire with 11 items was administered to freshman students along with a questionnaire of 20 items was administered to sophomore students. The questionnaires aimed to identify the students' expectations and realities toward native speakers of English lecturers. The results of the study showed that students wanted the native speakers of English lecturers to have a more considerate attitude toward the students and to utilize more diverse teaching methods. The native speakers of English lecturers were also asked to be more positive in understanding Korean culture. According to the students' perspective, the size of class was also found to be problematic in enhancing their English proficiency. Several other findings were discussed and pedagogical implications were suggested.
Abstract
The purpose of this study was to examine pre-service elementary school teachers' expectation and reality toward native speakers of English lecturers. A total of 517 freshman and sophomore students participated in this study. The freshman students were instructed during English class by nonnative speakers of English, whereas the sophomore students had the experience of being taught English class both by native and nonnative speakers of English. A questionnaire with 11 items was administered to freshman students along with a questionnaire of 20 items was administered to sophomore students. The questionnaires aimed to identify the students' expectations and realities toward native speakers of English lecturers. The results of the study showed that students wanted the native speakers of English lecturers to have a more considerate attitude toward the students and to utilize more diverse teaching methods. The native speakers of English lecturers were also asked to be more positive in understanding Korean culture. According to the students' perspective, the size of class was also found to be problematic in enhancing their English proficiency. Several other findings were discussed and pedagogical implications were suggested.
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