영문법 수업에 대한 교사와 학생 간의 인식 비교

Abstract

This paper investigates students' and teachers' perceptions of English grammar instruction. The beliefs of students play an important role in motivation, selection of learning strategies, and overall learning processes. Alternatively, teacher perceptions also play a crucial role experimenting with new and different approaches. Therefore, it is imperative to explore students' and teachers' perceptions of English grammar instruction before creating new English grammar curriculum. A questionnaire consisting of 36 closed questions and 6 open questions was administered to 104 students and 34 teachers. The goal of the survey was to determine perceptions of English grammar instructions. Comparisons of the closed question responses from the two groups indicated that there were meaningful similarities and differences between students and teachers regarding the grammar instruction of English learning. The results of the analyses revealed the following: In general, both students and teachers demonstrated positive responses for the usefulness of learning grammar. However, students were less active than teachers. Second, both groups shared the common perception that grammar achieves accuracy rather than fluency. Students agreed more strongly than teachers that the aim of studying grammar is to achieve a good score on exams. Third, the implicit explanation of grammar instruction was advocated far more strongly by teachers than by students, while the explicit explanation was preferred by both groups. Finally, both groups agreed that there is no need to learn all the rules of grammar. Data comparisons of the two groups from the open questions indicated both students and teachers thought the instruction of English grammar is cramming-oriented and unpractical. Also they answered that students have negative perception of grammar. As a possible solution to these problems, students suggested learning grammar points necessary to communication and reducing the importance of exams, while teachers suggested that instruction should be focused on necessary grammar points that are used in a real communicative situation. Based on these findings, suggestions were offered for effective grammar instruction. First, we need to establish the grammar instruction which corresponds to the goal of improving the competence of English communication, with consideration to students' and teachers' perceptions of English grammar. Second, grammar instruction should help students understand comprehensive knowledge in the language system and should be applicable to the context in which they learn. As a result, grammar instruction should be learner-centered, and grammar should be considered as a useful means that we can capitalize on in any communication situation.