EPIK Teachers’ Beliefs About Language Learning and Teaching Processes
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초록
The present study investigated newly recruited native speaking teachers of the English Program in Korea (EPIK) with a focus on thei r individual characteristics, their perceptions on second language (L2) learning and teaching processes, and their teaching experience as a variable (novice vs. expert) in their understanding of language learning and teaching processes. A questionnaire was g iven to 244 EPIK teachers. Analysis of the self reported data revealed that EPIK teachers were mostly in their 20s who were recruited from six inner circle countries with teaching certificates. Results also demonstrated the importance of a teacher’s teac hi ng experience, where subsequent mean difference models of novice and expert teachers revealed significant differences in their understanding of L2 learning and teaching p rocesses. Findings showed that teachers with experience had beliefs aligned with the b est teaching practices. These findings open discussions about the necessity of adequate subsequent support for native speaking teachers teachers.
Abstract
The present study investigated newly recruited native speaking teachers of the English Program in Korea (EPIK) with a focus on thei r individual characteristics, their perceptions on second language (L2) learning and teaching processes, and their teaching experience as a variable (novice vs. expert) in their understanding of language learning and teaching processes. A questionnaire was g iven to 244 EPIK teachers. Analysis of the self reported data revealed that EPIK teachers were mostly in their 20s who were recruited from six inner circle countries with teaching certificates. Results also demonstrated the importance of a teacher’s teac hi ng experience, where subsequent mean difference models of novice and expert teachers revealed significant differences in their understanding of L2 learning and teaching p rocesses. Findings showed that teachers with experience had beliefs aligned with the b est teaching practices. These findings open discussions about the necessity of adequate subsequent support for native speaking teachers teachers.
참고문헌 (49)
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