초등영어 협동수업 유형에 따른 교수․학습 효과연구

Abstract

The purpose of this study is to compare the effects of the types of co-teaching by a native English teacher and a Korean English teacher at an elementary school. As for the research method, the co-teaching was carried out once a week for 12 weeks and the types of co-teaching in the experimental classes were the Korean English teacher centered type (KC), the native English teacher centered type (NC), and the co-centered type (CC). The participants were 90 third-grade children from a local elementary school in Kijang, Busan. The listening and speaking tests were administered to the children before and after the experimental classes and the surveys regarding their cognitive and affective perspectives were taken. To analyze the effects of the current study, the class sessions were recorded during the last week and analyzed through the FLint analysis. In addition, the qualitative analyses of the teacher's reports were made and the student interviews were also analyzed. The results of this study are as follows: First, the results of speaking and listening post-tests were found to be statistically significant. The students in the KC type class showed the highest achievement in the speaking test while the students in the KC and the CC type classes showed the highest achievement in the listening test. It seems to suggest that the KC and the CC types might be more effective co-teaching types than the NC type and the Korean English teacher is found to be needed for successful English classes. Second, among the affective variables, 'participation' was found to be statistically significant. However, children's interest and self-confidence did not seem to differ. The CC type was found to show the best score and be statistically significant to the NC type regarding 'participation.' It means that proper use of the mother tongue creates a comfortable atmosphere for children so it encourages children's participation. Third, through the FLint analysis, the teacher's report and interview data, the CC type was found to be a desirable co-teaching type. The children could reportedly speak the target language spontaneously and felt most comfortable in the CC type. In conclusion, the CC type was found to be the most effective co-teaching type from the cognitive and affective perspectives. The study proved that even if the native English teachers' roles increase and the employment of native English teachers are becoming a dominant trend in Korea, the Korean English teacher who can manage and control the class and interact with children is still necessary.