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.

References

  • 고경희(Ko, K.). 2015. 초등영어교육의 목표와 게임의 효용(The objectives of Korean elementary English education and utility of game activities: Three teachers’ opinions and their implications on textbook development). ≪초등영어교육≫ (Primary English Education) 21-4, 141-170..
  • 김솔·박선호·최희경(Kim, S., S-H. Park and H. Choi). 2016. 초등학교 영어수업 도입부 상호작용 사례 연구(A case study on the opening interaction of English class in the elementary school). ≪외국어교육≫(Foreign Languages Education) 23-4, 197-226..
  • 김수미(S. M. Kim). 2014. 초등교사의 교수·학습 과정안에 나타난 초등학교 수학수업 도입부 유형과 특징(Types and characteristics of Introduction part of elementary mathematics classes exposed to lesson plans composed by elementary teachers). ≪과학교육연구지≫(Journal of Science Education) 38-1, 78-95.. [https://doi.org/10.21796/jse.2014.38.1.78]
  • 김수진·안경자(Kim, S. and K. Ahn). 2016. 초등 영어 수업 정리 단계에 대한 교사 및 학생들의 인식 및 평가(Teachers’ and students’ perceptions and evaluations of lesson closure in elementary English). ≪영어교육연구≫(English Language Teaching) 28-4, 197-219.. [https://doi.org/10.17936/pkelt.2016.28.4.009]
  • 김승현·박재현(Kim, S-H. and J-H. Park). 2010. 국어 수업 도입부의 소통 전략 연구(A study on the communication strategies for the introductory parts of Korean class). ≪국어교육연구≫(Journal of Korean Language Education) 25, 163-195..
  • 김영현(Kim, Y-H). 2001. 초등학교 5, 6학년 영어과 수업 모형과 지도 방법에 관한 연구(Models and methods for teaching English to fifth and sixth graders in the elementary EFL classroom). ≪초등영어교육≫(Primary English Education) 7-2, 63-100..
  • 김주영(Kim, J.). 2018. 초등교사의 도입단계 교수화법 양상과 인식(The aspects and awareness of teacher’s conversation during the introduction phase of elementary school teacher). ≪한국어문교육>>(English Language & Literature Teaching) 24, 93-127.. [https://doi.org/10.24008/klle.2018..24.004]
  • 김혜련(Kim, H-R.). 1998. 초등영어 교재에 대한 교사와 학생의 만족도 조사(A survey of the evaluation of elementary school English textbooks by elementary school teachers and students). ≪외국어교육≫(Foreign Languages Education) 4-1, 5-22..
  • 김혜숙(Kim, H.). 2003. 초등영어 교실에서의 동기유발 강화를 위한 효과적인 수업전략(Effective Teaching Strategies to Reinforce the Motivation for Elementary School Students in the EFL Classroom). 석사학위논문. 한남대학교, 대전(Master’s thesis, Hannam University, Daejeon)..
  • 민덕기·이승민·심규남(Min, D., S. Lee and K. Shim). 2013. 초등영어수업방법의 원리와 실제(Principles and Practice of English Language Teaching for Young Learners). 서울: 한빛문화(Seoul: Hanbit Munhwa)..
  • 박미란(Park, M-R.). 2014. 초등학교 국어 수업 도입부 유형 분석 연구: 2007 개정 국어과 교육과정에 따른 교사용 지도서를 중심으로(Analysis of Types of Introduction of Elementary School Korean Class: Focused on Teacher's Guide According to the 2007 Korean Language Curriculum Revision). 석사학위논문, 제주대학교, 제주(Master’s thesis, Jeju National University, Jeju)..
  • 박약우·박기화·최진황·이소영(Park, Y-W., K-H. Park, J-W. Choi and S-Y. Lee). 2001. 초·중등영어교육의 연계방안 연구(A study on the harmonious continuity of English language education). ≪초등영어교육≫(Primary English Education) 7-1, 5-41..
  • 손현숙 (Sohn, H. S.). 2016. 초등영어수업에서 효과적인 동기전략 교수에 대한 교사·학습자의 인식 분석(Teacher and Learner Perceptions on the Effects of Motivational Teaching Strategies in the Primary English Classroom). 석사학위논문, 서울교육대학교, 서울(Master’s thesis, Seoul National University of Education, Seoul)..
  • 이주섭(Lee, J-S.). 2007. 국어 수업 도입부의 동기유발 유형 연구(A study on the type of motivation in Korean language instruction introduction part). ≪새국어교육≫(New Korean Education) 75, 289-310.. [https://doi.org/10.15734/koed..75.200704.289]
  • 최지영(J. Y. Choi). 2011. 2007 개정 교육과정에 따른 초등 국어 교과서 ‘도입 학습’ 분석: 초등 1~4학년을 중심으로(An Analysis of Introduction Learning in Elementary School Korean Language Textbook According to 2007 Revised Curriculum-Focused on 1st to 4th Graders). 석사학위논문, 제주대학교, 제주(Master’s thesis, Jeju National University, Jeju)..
  • 허은화. 2013. 도입단계에서 스토리텔링을 활용한 초등영어수업이 영어 읽기 능력과 정의적 영역에 미치는 영향: 초등학교 5학년을 대상으로(The Effects of Using English Storybooks on 5th-Graders' Reading Ability and Affective Domains). 석사학위논문, 광주교육대학교, 광주(Master’s thesis, Gwangju National University of Education, Seoul)..
  • Brewster, J., G. Ellis, and D. Girard. 1992. The Primary English Teacher’s Guide. London: Penguin..
  • Minichiello, V., R. Aroni, E. Timewell and L. Alexander. 1995. In-Depth Interviewing: Principals, Techniques, Analysis. Melbourne: Longman..
  • Stern, H. H. 1967. Foreign Language in Primary Education. London: Oxford University Press..
  • Turnbull, M. 2001. There is a role for the L1 in second and foreign language teaching, but... Canadian Modern Language Review 57, 531-540.. [https://doi.org/10.3138/cmlr.57.4.531]

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