초등학교 TEE 수업에 대한 교사와 학생의 인식 비교

Abstract

The purpose of this study is to investigate student‘s and teacher’s perceptions of Teaching English through English (TEE) classrooms in elementary schools. This study also investigates how teachers and students recognize the necessity of TEE, compares advantages and disadvantages with the variables of students, teachers, and environment, and seeks suggestions for improving TEE. 95 primary teachers and 140 primary students participated in a survey for this study. Online questionnaires were used to collect teachers’ data and offline questionnaires were used to collect students’ data. Interviews were also carried out with 2 Korean teachers and 2 native teachers in elementary schools. The following results were obtained: First, there was an agreement between teachers and students in recognizing the necessity of TEE, however they had a different perspective on how TEE should be taught. Teachers’ data showed that despite a comparatively high preference of co-teaching between Korean and native teachers, many students preferred a classroom in which a native teacher led the class while a Korean teacher supported it. This result shows that the use of some Korean communication is needed in their classrooms. Second, both teachers and students agreed that TEE helps students improve their listening and speaking ability but the teachers’ had a relatively negative perception on the improvement of students’ reading and writing ability. In the variable of environment, teachers believed that TEE helps teachers get recognition from others but has a limited effect on promotion or any salary raise. Third, the findings of the disadvantages of TEE revealed that teachers have a different point of view than students. Teachers agreed that the main difficulty of TEE classroom is a big gap in English proficiency between students. Conversely, students disagreed that their English level is a problem. Teachers recognized that classes have too many students and require too much preparation time to carry out TEE classrooms effectively. Finally, the TEE classroom should provide a solution to help reduce excessive work for teachers, which has a negative effect on teachers’ motivation. In addition, leveled-classrooms are required to balance students’ various English levels in TEE classrooms. A variety of supportive teaching materials are needed as well as intensive training programs for native teachers. All of the above are vital to in order to implement TEE more successfully in classrooms.