한국인 영어 교사와 내국인 영어 보조교사와의 영어 협동수업에 대한 초등학생들의 의식 및 효과 분석

Abstract

The purpose of this study is to examine the awareness of elementary school English teachers and students about English team-teaching provided by a Korean head teacher and a Korean assistant teacher, the status involved in team-teaching, and to explore means on how to take advantage of the Korean assistant teacher in a more efficient and effective manner. The research questions are as follows: First, can the team-teaching between a Korean head teacher and a Korean assistant teacher help improve the students' English abilities? Secondly, what are the opinions of elementary school students about team-teaching between the Korean head teacher and the Korean assistant teacher. What are the strong points and the weak points for team teaching? Finally, what are the opinions of the Korean head teacher for team-teaching with the Korean assistant teacher? For the current study, a survey was conducted on Korean teachers to find out whether or not they conduct team-teaching, what roles they perform in the English class and what improvements should be made to foster the communicative competency of the students. In addition, students who learned English from the Korean assistant teacher in this particular school were surveyed to figure out their preference for English instruction, their comprehension level, any improvements in their English ability, and the usefulness of team-teaching for their English learning. The questionnaire for students consists of 28 questions including students' preferences, hopes, merits, and problems of team-teaching with a Korean assistant teacher and focuses on students' perception of team-teaching with their a Korean assistant teacher. The questionnaire for the Korean head teachers consists of 25 questions including the types of team-teaching and how well they collaborate with their Korean assistant teachers, their thoughts on team teaching with a Korean assistant teacher, and the team-teaching effects on their students, and possible adaptations from Korean head teachers' viewpoints. The findings of the study were as follows: First, it was discovered that Korean head teachers and Korean assistant teachers should put more concerted efforts into their instructional planning and class preparations, and, that they should team up in developing required teaching materials. Thus, there should be a closer collaboration between them, and Korean teachers should try to let students concentrate their attention on class. Secondly, the students surveyed seemed to prefer team-teaching offered by a Korean head teacher and a Korean assistant teacher together, and they found the instruction to be of great value for them to learn English better. To satisfy their expectations and needs, both teachers should direct their efforts into boosting the efficiency of their collaborative team-teaching. The efforts to establish a more communicative English learning environment by hiring Korean assistant teachers seem to make a great contribution to ensuring the quality of Korea-English education and achievement of the class by level. In particular, the fact that Korean assistant teachers could supplement with what native teachers cannot do by communicating and understanding with students stands out as being more positive than others. Thus, the researcher hopes that Korean assistant teachers will have a positive impact on English education for Korean elementary school students. In the future, further research efforts should be channeled into developing more successful team-teaching models and teaching materials and then, it is expected that on-going support for the successful establishment of the English conversation teacher program which has started since October 2007 should be made vigorously.