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제목 교사 유형에 따른 영어학습 성취도, 교사-유아 간 상호작용의 차이 분석
저자 나인숙 & 이기종
권 / 호 26권 / 1호
출처
논문게재일 2018. 3. 31.
초록(국문)

Na, Insook & Rhee, Kijong. (2018). An analysis of the differences in the academic achievement of English study and in interaction between teachers and children when types of teachers are different. The Linguistic Association of Korea Journal, 26(1), 145-177. This study aims to discover whether there are any differences in the academic achievement of English and in interaction between teacher-children when types of teachers are different. For this study, 30 children between the ages of 5-6 attending an English kindergarten in Seoul were selected. These children were then randomly allocated to English classes with ten students each and either a native English teacher, a native Korean teacher, or a class taught by both. Each class was 40-minutes long and met twice a week for a total of 24 sessions. Academic achievement was measured by written pre- and post-tests, and behavioral interaction between the teachers and children was observed via surveillance cameras. One-on-one interviews with the teachers were also used as an analytical tool. As for the results; first, progress in English academic achievement was not influenced by types of teachers. Second, the progress in academic achievement among the three classes was fairly even. Finally, the behavioral interaction between teachers and children in the three classes, however, showed some differences. The children's interaction with the native English teacher improved as time went by. However, the interaction with the native Korean teacher had a negative impact even though the children initially adjusted to the class faster. In the co-taught class, both of these positive and negative symptoms were shown simultaneously. The results show that there are no significant differences in the academic achievement of English if the same contents and teaching methods are provided. Therefore, it appears that it is not imperative to have a native English-speaking teacher teaching English to children for the academic achievement of English but for the better interaction between teachers and children.

주제어(Key Words): 유아영어교육(English education for children), 코티칭 수업(co-taught class), 원어민수업(native English teacher)


초록(영문)

Na, Insook & Rhee, Kijong. (2018). An analysis of the differences in the academic achievement of English study and in interaction between teachers and children when types of teachers are different. The Linguistic Association of Korea Journal, 26(1), 145-177. This study aims to discover whether there are any differences in the academic achievement of English and in interaction between teacher-children when types of teachers are different. For this study, 30 children between the ages of 5-6 attending an English kindergarten in Seoul were selected. These children were then randomly allocated to English classes with ten students each and either a native English teacher, a native Korean teacher, or a class taught by both. Each class was 40-minutes long and met twice a week for a total of 24 sessions. Academic achievement was measured by written pre- and post-tests, and behavioral interaction between the teachers and children was observed via surveillance cameras. One-on-one interviews with the teachers were also used as an analytical tool. As for the results; first, progress in English academic achievement was not influenced by types of teachers. Second, the progress in academic achievement among the three classes was fairly even. Finally, the behavioral interaction between teachers and children in the three classes, however, showed some differences. The children's interaction with the native English teacher improved as time went by. However, the interaction with the native Korean teacher had a negative impact even though the children initially adjusted to the class faster. In the co-taught class, both of these positive and negative symptoms were shown simultaneously. The results show that there are no significant differences in the academic achievement of English if the same contents and teaching methods are provided. Therefore, it appears that it is not imperative to have a native English-speaking teacher teaching English to children for the academic achievement of English but for the better interaction between teachers and children.

Key Words: English education for children, co-taught class, native English teacher


첨부
  7.나인숙 이기종.pdf
  7.나인숙 이기종.hwp
 
 
 
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