고등학교 수준별 영어 수업의 실태: 영어 학습 부진아를 중심으로

Abstract

Purpose of this study is to examine the actual condition of level-differentiated English class in high school, focusing on lower-level students. To this end, 313 10thgrade students in 3 high schools in Busan and 21 teachers responsible for level-differentiated English classes were selected and surveyed. The results can be summarized as follows. First, the survey showed that many students had little interest in learning English. One third of the students rarely spent time studying English. They had no desire to study English even though they were aware of the importance of the English language as a lingua franca. Second, half of the teachers, responsible for lower-level classes, had less than five years of teaching experience. There were an average of 25 to 30 students per class, and they received teacher-centered and expository instructions. Third, the majority (70%) of teachers and students were satisfied with their level-differentiated English classes. The reason why they were satisfied with their classes was that individualized teaching could be given to each student based on their individual proficiency levels. As a result, students could actively participate in class, and thought that level-differentiated classes helped them to improve their academic achievement. However, teachers recognized that level-differentiated instruction heightened students’ inferiority complex and created a sense of incongruity, which ultimately had the effect of detracting from the learning climate. Forth, tests periodically taken in school did not fully reflect what students were taught in level-based English classes, which could deter students' motivation to study hard. Furthermore, most teachers pointed out the shortage of relevant learning materials and half of the students involved in this study achieved low scores on comprehension. Fifth, teachers encouraged their lower-level students to achieve class's goals and motivate students to participate in class more actively. In addition, teachers considered the learner's affective filter, and they tried to lower students’ anxiety levels and give them frank advice. Based on these results, some suggestions are made as follows. First, as for the optimum size of class, each class should be composed of approximately 20 students. Second, regarding the shortage of relevant learning materials, the development of various differentiated teaching materials should be made and used. Also, government support, in the form of training programs should be expanded to foster teachers who are specialized in level-differentiated English instruction. Third, level-differentiated English classes should be associated with the evaluation that teachers make of students. Various assessment tools should be applied to level-differentiated English classes so that teachers could make more opportunities to reflect on students' learning process and more information on students' learning progress. Consequently, teachers and students will notice the progress of learning and feel that level-differentiated classes are more effective and satisfactory than before.