Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 19, No. 3, pp.560-586
ISSN: 1598-1398 (Print)
Print publication date 30 Sep 2019
Received 10 Aug 2019 Revised 10 Sep 2019 Accepted 19 Sep 2019
DOI: https://doi.org/10.15738/kjell.19.3.201909.560

초등영어 어휘지도에 관한 세 교사의 실천적 지식 및 수업실행

선민희 ; 안경자
교사, 오성초등학교, 경기도 평택시 오성면 숙성시장길 15, Tel: 031-681-3454 sminhie@naver.com
교수, 서울교육대학교 영어교육과, 서울 서초구 서초중앙로 96, Tel: 02-3575-2565 kjahn@snue.ac.kr
Three elementary English teachers’ practical knowledge and practices in teaching vocabulary
Min Hee Sun ; Kyungja Ahn
Teacher, Osung Elementary School, 15 Sukseongsijang-gil, Osung-myeon, Pyeongtaek-si, Gyeonggi-do, Tel: 031-681-3454 sminhie@naver.com
Professor, Department of English Education, Seoul National University of Education, 96 Seocho Jungang-ro, Seocho-gu, Seoul-si, Tel: 02-3575-2565 kjahn@snue.ac.kr

Abstract

This study aims to examine the practical knowledge and practices of three experienced elementary English teachers in teaching vocabulary and their students’ responses to their vocabulary instructions. Three English teachers were interviewed, and three lessons conducted by each teacher were video-recorded. Also, forty students of each teacher were surveyed. The data were analyzed quantitatively and qualitatively. The findings showed that all three teachers had practical cognitive systems and developed their own personal practical knowledge while they solved the problems and conflicts in teaching vocabulary based on their personal experiences and beliefs. Situational, social, personal, experiential, and theoretical orientations were revealed and interconnected in teachers’ practical knowledge. Teachers’ practical knowledge in teaching vocabulary differed in terms of the resources of vocabulary taught, vocabulary use and practice, concepts of vocabulary teaching and learning, teaching pronunciation of words. All three teachers enacted vocabulary teaching based on their practical knowledge. Three teachers’ vocabulary instruction was similar in terms of repeated, continuous, and explicit vocabulary teaching. The students showed positive responses to their teachers’ various vocabulary tasks, ongoing pronunciation practices, and multiple opportunities for learning and using vocabulary respectively. Further important implications are discussed regarding English teacher education and elementary English teaching focusing on vocabulary instruction and teacher knowledge.

Keywords:

elementary English teacher, practical knowledge, instructional practice, teaching vocabulary, English teacher education

Acknowledgments

본 논문은 제 1저자의 석사학위 논문을 수정·보완한 것임.

References

  • 김수진(Kim, S-J.). 2006. 초등학교 영어 수업에 나타난 세 교사의 실천적 지식(Three Teacher’s Personal Practical Knowledge in Elementary English Classes). 석사학위논문, 진주교육대학교, 경남(Master’s thesis, Chinju National University of Education, Gyeongnam).
  • 김수진, 손근원(Kim, S-J. and K-W Sohn). 2010. Chunk를 이용한 초등학교 어휘 학습연구(A study on vocabulary learning using chunks for elementary schoolers). ⟪교육연구⟫(Journal of Educational Research) 18-3, 109-135.
  • 김재은(Kim, J-E.) 2007. 영어 동화책을 활용한 간접식 어휘 지도의 효과에 관한 연구(A Study on the Effects of Indirect Vocabulary Teaching Using English Story Books). 석사학위논문, 공주교육대학교, 충남(Master’s thesis, Gongju National University of Education, Chungnam).
  • 박선미(Park, S.). 2013. 초등영어교사의 교수 활동에 나타난 실천적 지식 연구(A Study of Elementary English Teachers’ Practical Knowledge in Teaching Activities). 석사학위논문, 한국교원대학교, 충북(Master’s thesis, Korea National University of Education, Chungbuk).
  • 박지혜(Park. J-H.). 2016. 고등학교 학생과 교사의 영어 어휘 학습 전략 활용 정도와 선호도 연구(A Survey on Korean High School Students’ and Teachers’ Use and Preference of English Vocabulary Learning Strategies). 석사학위논문, 이화여자대학교, 서울(Master’s thesis, Ewha Womans University, Seoul).
  • 안경자(Ahn, K.). 2015. 영어교육에 게재된 영어 교사교육 관련 연구 분석(An analysis of articles on teacher education in English Teaching). ⟪영어교육⟫(English Teaching) 70-5, 161-192.
  • 이동현(Lee, D-H.) 2003. 교사의 어휘 지도에 대한 인식과 평가유형 조사(A Survey on Teacher 's Perception on the Vocabulary Instruction and Evaluation). 석사학위논문, 서울시립대학교, 서울(Master’s thesis, The University of Seoul, Seoul).
  • 장진태(Chang, J. T.). 2011. 단어연상과 이야기구성을 통한 초등영어 어휘지도(Teaching vocabulary with elementary school students using word association and story-telling techniques). ⟪교과교육학연구⟫(Journal of Research in Curriculum Instruction) 15-3, 807-828. [https://doi.org/10.24231/rici.2011.15.3.807]
  • 장현미, 안경자(Jang, H. and K. Ahn). 2017. 외래어 활용 초등영어 어휘 지도에 대한 교사와 학생의 인식 및 수업 개선(Teachers’ and students’ perceptions and instructional improvement of elementary English vocabulary lessons using loan words). ⟪현대영어교육⟫(Modern English Education) 18-1, 119-143.
  • 조은아(Cho, E.). 2013. 교사의 실천적 지식에 대한 사례 연구: 고등학교 영어교사를 중심으로(A Case Study of the Teacher’s Practical Knowledge: Focusing on High School English Teachers). 석사학위논문, 한국교원대학교, 충북(Master’s thesis, Korea National University of Education, Chungbuk).
  • 조현희(Cho, H.). 2011. 초등 영어교사의 개인적 실천 지식의 형성과 사용(Elementary English teachers' formation and use of personal practical knowledge). ⟪영어교육연구⟫(English Language Teaching) 23-2, 159-180.
  • 주순옥, 안경자(Joo, S and K. Ahn). 2015. 우수 초등 영어교사의 전문성 발달에 관한 사례 연구. ⟪초등영어교육⟫(Primary English Education) 21-2, 261-288.
  • Ariogul, S. 2006. Exploring of Teacher Knowledge Base: A Qualitative Study of English as a Foreign Language (EFL) Teacher’s Practical Knowledge in Turkey. Unpublished doctoral dissertation, Indiana University, Bloomington, IN.
  • Borg, S. 2003. Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 36-1, 81-109. [https://doi.org/10.1017/S0261444803001903]
  • Chou, C. 2008. Exploring elementary English teachers’ practical knowledge: A case study of EFL teachers in Taiwan. Asia Pacific Education Review 9-4, 529-541. [https://doi.org/10.1007/BF03025668]
  • Clandinin, D. J. and F. M. Connelly. 1987. Teachers’ personal knowledge: What counts as “personal” in studies of the personal. Journal of Curriculum Studies 19, 487-500. [https://doi.org/10.1080/0022027870190602]
  • Creswell, J. W. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd ed. Thousand Oaks, CA: Sage.
  • Elbaz, F. 1981. The teacher’s “practical knowledge”: Report of a case study. Curriculum Inquiry 11-1, 43-71. [https://doi.org/10.1080/03626784.1981.11075237]
  • Elbaz, F. 1983. Teacher Thinking: A Study of Practical Knowledge. London: Croom Helm.
  • Golombek, P. R. 1998. A study of language teacher’s personal practical knowledge. TESOL Quarterly 32-3, 447-464. [https://doi.org/10.2307/3588117]
  • Johnson, K. E. 1994. The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching & Teacher Education 10-4, 432-452. [https://doi.org/10.1016/0742-051X(94)90024-8]
  • Nation, I. S. P. 1990. Teaching and Learning Vocabulary. Boston: Heinle & Heinle.
  • Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. [https://doi.org/10.1017/CBO9781139524759]
  • Oxford, R. L. and D. Crookall. 1990. Vocabulary learning: A critical analysis of techniques. TESL Canada Journal 7, 9-30. [https://doi.org/10.18806/tesl.v7i2.566]
  • Read, J. A. S. 2000. Assessing Vocabulary. Cambridge: Cambridge University Press. [https://doi.org/10.1017/CBO9780511732942]
  • Shulman, L. S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher 15, 4-14. [https://doi.org/10.3102/0013189X015002004]
  • Shulman, L. 1987. Knowledge-base and teaching: Foundations of the new reform. Harvard Educational Review 57-1, 1-22. [https://doi.org/10.17763/haer.57.1.j463w79r56455411]
  • Tsui, A. B. M. 2003. Understanding Expertise in Teaching. Cambridge: Cambridge University Press. [https://doi.org/10.1017/CBO9781139524698]
  • Willkins, D. A. 1972. Linguistics in Language Teaching. Cambridge, MA: MIT Press.