영어로 진행하는 영어수업에 대한 일반계 고등학교 학생과 외국어 고등학교 학생간의 인식비교

Abstract

The purpose of this study is to show, through the analysis of a student survey, the reality of teaching English through English in high school, and high school students' perceptions of TETE. Specifically, the study investigated how general high school students' and foreign language high school students' perceptions are different when it comes to the degrees of using English by teachers and students in an English class, the necessity of TETE, students' psychological responses to TETE, students' comprehensibility and efficiency of TETE, and the direction of TETE. A survey was conducted of 68 general high school students and 70 foreign language high school students. The questionnaire consisted of 19 multiple choice questions and 20 closed questions. The followings are the findings of the survey. First, TETE was carried out more actively in foreign language high schools than in general high schools. However, general high school students as well as foreign language high school students wanted teachers to use English more frequently during English classes. Second, most students in the two different schools showed positive attitudes towards the necessity of TETE because they thought they could have more chances to use English through TETE. Third, foreign language high school students showed higher levels of TETE understandings than general high school students. Also, they were more satisfied with English vocabulary, speech speed, and pronunciation from English teachers. Fourth, foreign language high school students were more interested in TETE, had more confidence in their English ability, and participated in TETE more aggressively than general high school students. Fifth, although there were some statistical differences about the effects of TETE, they both agreed that TETE has positive effects on the subject of minimizing fears related to English. In addition, both groups perceived TETE as more suitable for learning listening and speaking skills. They also responded that TETE is helpful in becoming familiar with conversation with native speakers. Finally, the students wanted English classes to be implemented in English, but they hoped that teachers would use Korean, especially when explaining grammar. The results of this study suggest some useful tips for making TETE more effective. First, TETE should be implemented more frequently and teachers should give students as many opportunities as possible to speak English with consideration to students' perceptions of TETE. Second, school authorities and teachers need to make aggressive and constant efforts to make TETE more successful, such as reduction of class sizes, level differentiated classes, and the development of various teaching techniques. Third, we need to develop abundant teaching methods and educational models in order for TETE to be extended not only to spoken language activities but also to written language activities. Lastly, institutional changes can be made to energize TETE.