• Title, Summary, Keyword: english teaching

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A study of primary school teachers' beliefs on self-directed teaching in primary school English classroom (초등영어 수업에서 자기 주도적 교수에 대한 교사의 인식)

  • Kim, Young-Tae
    • English Language & Literature Teaching
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    • v.12 no.4
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    • pp.159-183
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    • 2006
  • The purpose of this study is to investigate Korean primary school English teachers' beliefs on self-directed teaching and learning for facilitating student's self-directed learning. A survey was conducted, using 315 primary school teachers as participants. According to different school areas, sex, English teaching careers, and types of English teaching like classroom teachers or English specialist teachers, beliefs on teachers' self-directed teaching were studied based on class planning, class process, utilization of human resources, development and utilization of teaching materials and class evaluation. The results of this study are as follows: first, differences were not shown except class planning according to teachers from different school areas. Second, sex and beliefs of teachers' self-directed teaching had nothing in common. Third, differences were shown in class planning and class process, according to English teaching careers. Finally, according to types of English teaching, differences were shown in class process and development and utilization of teaching materials. The study suggests that it is necessary to conduct other studies for observing primary English classrooms focusing on teacher's self-directed decision-making.

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Teaching English In elementary schools : Teaching alms and techniques in an English classroom (초등학교 영어 수업 지도의 이론과 실제)

  • Im, Byung-Bin
    • English Language & Literature Teaching
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    • no.3
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    • pp.203-229
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    • 1997
  • This paper is to examine a desirable and promising approach to an effective English teaching in elementary schools. Teachers' understanding English curriculum, teaching methodology, language skills-listening and speaking, and their testing of spoken communication is necessary for students' better learning in their English classes. Thus detailed explanations of English curriculum are presented, and background knowledge of major traditional teaching methods as well as recent trends is discussed. Especially, for the purpose of developing students' English communicative proficiency. classroom teaching and testing techniques of listening and speaking are also discussed with examples.

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Developing a task-based English lesson plan to enhance teaching ability (과제중심 영어 학습지도안 모형 개발)

  • Hyun, Taeduck
    • English Language & Literature Teaching
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    • v.16 no.4
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    • pp.321-346
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    • 2010
  • This study was performed to develop a task-based English lesson plan. The study reviewed the background theories needed to accomplish the study purpose; types of learning, current trends in English teaching, and the task-based teaching. A frame for the task-based English lesson was developed as the result of this study. An actual task-based lesson plan was made after the frame for the task-based English lesson. The author presented task-based English lesson plans at English education conferences, and applied them to pre-teacher training and in-service trainings for English teachers. It is concluded that the task-based English lesson plan was very effective in enhancing English communicative competence and that the pre-teachers and teachers were satisfied with the lesson plans. It is hoped that more teaching material will be developed based on this task-based English lesson plan.

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Strategies for effective team teaching between Korean teachers of English and native English teachers (원어민과 내국인 영어교사의 효율적 팀티칭을 위한 단계별 협동 전략 기초연구)

  • Kim, Young-Mi
    • English Language & Literature Teaching
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    • v.13 no.3
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    • pp.177-201
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    • 2007
  • The purpose of this study is to create step by step guidelines for effective team teaching between Korean teachers of English and native English teachers in Korea. Although team teaching has been used from 1995 in the teaching of English in Korea, the effectiveness of team teaching has not been as high as we have hoped. An important reason for this failure is the lack of communication between the Korean teachers of English and the native English teachers. More specifically, the failure has resulted from not only a lack of opportunities for these teachers to communicate but also a lack of guidelines and strategies for improved intercultural communication between teachers from different cultural backgrounds. This study provides step by step guidelines for how to set up communication time, what to share, and how to set up effective team teaching in English education.

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A study on the perception of Korean EFL learners on team teaching in secondary English classroom (중등영어교육 현장에서 협동수업에 대한 학습자 인식 연구)

  • Lee, Jong-Bok;Park, Hyeon-Woo
    • English Language & Literature Teaching
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    • v.15 no.3
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    • pp.353-380
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    • 2009
  • The purpose of this study is to analyze the preconceptions Korean EFL learners have about team teaching in the field of English education at a secondary level. Team teaching is a method of teaching where a Korean English teacher works in co-junction with a native English speaker. Generally speaking, when we discuss teaching methods for a foreign language, the most important objective is to improve our communication skills. The purpose of this study is to examine the effect on communication skills when team teaching is employed, and to find ways to maximize the benefit when team teaching. The underlying issues are; firstly, what are the precedent conditions for team teaching? Secondly, what are the best teaching methods and preparations for teaching materials for improving the effectiveness of team teaching? Third, how do the programs for team teaching with native teachers assist in improving the student's communication skills? Ideally, this study will assist in overcoming the fear that foreign language learners have when communicating with real native speakers.

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A Research on Methods for English Native-Speakers' Teaching in Korean EFL Classes

  • Roh, Seung-Bin
    • English Language & Literature Teaching
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    • v.12 no.3
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    • pp.51-78
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    • 2006
  • This research conducted between March and December of 2005 has focused on analyzing a diverse range of educational services provided by English native-speaking instructors teaching in Korea. This study includes quantitative research findings from 238 university students. This dual-semester research study focuses on our most recent Korean EFL (English as a Foreign Language) programs provided for university students who wish to improve their English ability. Many students hope to partake in lectures taught by Native English Speaking teachers (hereafter NS teachers), and many universities are also willing to open additional courses for these students. However, in order for lectures to be most effective, NS instructors need to be appropriately trained or qualified teachers in order to successfully educate their students. Furthermore, NS teachers need to constantly review their teaching styles and strategies to allow for professional development and to ensure an improvement in their teaching methodology. Overall, this research provides whole English lecture views of NS teachers that is data-driven regarding designing, implementing, evaluating, and reforming the education of English taught by NS teachers working in Korea.

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A study on vocabulary instruction to improve English communicative competence: Focus on English verbs (의사소통 능력을 높여주는 어휘 지도에 대한 연구: 동사를 중심으로)

  • Kim, Bu-Ja
    • English Language & Literature Teaching
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    • v.12 no.1
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    • pp.131-158
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    • 2006
  • The purpose of the present study is to explore an effective way of teaching English vocabulary which is geared toward improving students' English communicative competence. This study focuses on English verbs, which may be followed by patterns according to subcategorization. Learning verbs must include learning about patterns as well as meaning in order to improve the ability to use verbs receptively and productively, or communicative competence. On the basis of the language progression proposed by Willis (2003), a teaching strategy which helps learners learn English verb patterns effectively and systematically was proposed. The effect of the teaching strategy was investigated. The subjects of the experimental group who learned English verb patterns intentionally through the teaching strategy proposed by this study significantly improved themselves in the ability to use them receptively and productively. This result shows that the teaching strategy including improvisation, recognition, rehearsal, system building, exploration and consolidation is helpful to improving communicative competence.

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An applied English drama in primary English education (초등영어교육에서의 영어연극 활용법)

  • Park, Chan-Jo
    • English Language & Literature Teaching
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    • v.17 no.2
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    • pp.161-180
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    • 2011
  • This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

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The effects of culture teaching through web-based college English classes (대학 교양영어 수업에서 웹 기반 문화교육에 의한 학습 효과)

  • Jeong, Dong-Bin;Nam, Eun-Hee
    • English Language & Literature Teaching
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    • v.11 no.4
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    • pp.391-411
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    • 2005
  • The purpose of this study was to examine the effects of culture teaching and using web sites as a method of culture teaching in college English education. To achieve these purposes, a web-based culture teaching-learning model was developed and applied in English classes. Then, the effects were compared with those of a culture teaching method which were based on the traditional verbal explanation. As the tools for this study, two test sheets were used to measure language proficiency and American cultural knowledge. Focusing on the study results, the conclusions were summed up as follows: First, for enhancing the American cultural knowledge, using the web was found to be more effective than traditional verbal explanations. Second, for English language enhancement through web-based culture teaching, it is necessary to do it for each level of English proficiency or develop web sites which fit well with students' interests or levels.

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Teaching Pronunciation for English as an International Language (국제어로서의 영어 발음교육 : 과제와 방향)

  • Park, Joo-Kyung
    • Proceedings of the KSPS conference
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    • pp.103-104
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    • 2000
  • As the role and status of English as an international language(EIL) have been widely discussed, studies need to be done to find out new issues and concerns related to teaching EIL In Korea. This presentation will review the changes in teaching English in Korea, teaching pronunciation, in particular, focusing on its goal and major instructional approaches. Suggestions will be made on developing a learner-centered communicative model for teaching English pronunciation and on training both Korean and foreign teachers of English to teach English pronunciation.

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