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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 19, No. 4, pp.755-777
ISSN: 1598-1398 (Print)
Print publication date 31 Dec 2019
Received 10 Nov 2019 Revised 11 Dec 2019 Accepted 19 Dec 2019
DOI: https://doi.org/10.15738/kjell.19.4.201912.755

초등영어 수업 도입단계에 대한 교사와 학생의 인식

이선주** ; 안경자***
**제1저자, 서울숭곡초등학교
***교신저자, 서울교육대학교
Teachers’ and learners’ perceptions of lesson introduction in elementary English
Lee, Seonju** ; Kyungja Ahn***

Abstract

This study aims to explore teachers’ and learners’ perceptions of lesson introduction in elementary English classrooms. Fifty teachers and 184 students were surveyed, and five teachers and eight students were interviewed. The findings are as follows: First, teachers and students considered the introduction stage important and necessary. Both also agreed that approximately 5 minutes was appropriate for an introduction and that the native language could be flexibly used even in lessons primarily taught in English. Second, teachers perceived lesson introduction in English classrooms should differ from those of other subjects because language skills and communication are more important than linguistic knowledge in English. Third, teachers responded they planned and implemented motivational activities in the introduction stage in every lesson, but using diverse activities was relatively difficult depending on the lessons. Teachers also reported difficulty in motivational activities because of students’ low motivation, lack of materials and information, and less focus on the introduction stage than on the development stage. Lastly, whereas students most preferred games to promote their learning and interest, teachers experienced burden from using games at the start of the lesson. It was suggested that the introduction stage should be employed appropriately considering cognitive and affective aspects, student needs, and teaching and learning contexts. Further important implications regarding implementing the introduction stage effectively in English lessons were discussed.

Keywords:

lesson introduction, introduction stage, motivational activity, elementary English, English teacher education

Acknowledgments

본 논문은 제 1저자의 석사학위 논문을 수정·보완한 것임.

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이선주(Lee, Seonju), 교사(Teacher)서울 성북구 종암로 40길 30(30 Jongam-ro 40 gil, Seongbuk-gu, Seoul)서울숭곡초등학교(Seoul Sunggok Elementary School)Tel: 02-912-5846E-mail: dlk220@naver.com

안경자(Ahn, Kyungja), 교수(Professor)서울 서초구 서초중앙로 96(96 Seocho Jungang-ro, Seocho-gu, Seoul)서울교육대학교 영어교육과(Dept. of English Education, Seoul National Uiversity of Education)Tel: 02-3575-2565E-mail: kjahn@snue.ac.kr